Date of Award
6-3-2025
Degree Type
Dissertation
Degree Name
Doctor of Philosophy (PhD)
College
College of Education
First Advisor
Gonzalo Obelleiro
Abstract
Positive parent-teacher relationships are vital for student success in pre-kindergarten through eighth grade, particularly among low-income, African-American parents and guardians. Research suggests respect, trust, and open communication as key factors for cultivating positive parent-relationships; however, race and social class have influenced the development of African-American parents and guardians’ relationships with their children’s teachers. This instrumental case study investigated how six low- income, African-American parents and guardians in Midwestern PK-8 public schools perceive their relationships with their children’s teachers. Using a qualitative method approach, the study was guided by the Hoover-Dempsey and Sandler Model of the Parental Involvement Process and Critical Race Theory frameworks. The central research question asked: How do low- income, African-American parents and guardians in a PK-8 urban setting, perceive and describe their relationships with their child’s teachers? Data was collected through semi-structured interviews, then analyzed through coding, which revealed the following overarching themes: (1) communication and being present supports the child’s success, (2) personal experiences foster co-caring relationships, (3) positive relationships support the parent, child, and teacher, and (4) limitation of communication creates barriers. The findings in this research revealed that low-income, African-American parents and guardians value positive parent-teacher relationships although they face barriers such as time and energy constraints and limited communication. Their narratives and counter-stories challenge the majoritarian stereotypes while advocating for mutual respect to strengthen parent-teacher relationships. These findings suggest schools need to offer additional support and resources to alleviate the barriers that exist with limited communication. Further research is needed to identify the proper actionable steps to address these underlying barriers.
Recommended Citation
Rolle, Rochelle, "An Instrumental Case Study of Low-Income, African-American Parents’ Perceptions and Experiences of Parent-Teacher Relationships in Midwestern, Pk-8 U.S. Public Schools" (2025). Theses and Dissertations from DePaul University. 19.
https://via.library.depaul.edu/theses-dissertations/19