Theses and Dissertations

ORCID

https://orcid.org/0009-000-8967-4721

Advisor

Fondren, Kellie

Committee Member

Williams, Frankie

Committee Member

Hopper, Peggy F.

Committee Member

Jamison, Breana

Committee Member

Wildmon, Mark E.

Date of Degree

12-12-2025

Original embargo terms

Immediate Worldwide Access

Document Type

Dissertation - Open Access

Major

Curriculumand Instruction (Special Education)

Degree Name

Doctor of Philosophy (Ph.D.)

College

College of Education

Department

Department of Teacher Education and Leadership

Abstract

The major purpose of the study was to examine the unique experiences of African American parents regarding their parental involvement in their child’s Individualized Education Program process. In addition, the study aimed to investigate the perceptions of teachers and administrators regarding the experiences of the African American parents as they worked with the parents and their children during the IEP process. Epstein’s (1987, 2008) Model of Parental Involvement was used as a theoretical framework to underpin the study emphasizing six dimensions of parental involvement. The six dimensions of parental involvement include the following: parenting, communicating, volunteering, learning at home, decision-making, and collaborating with the community. A sequential mixed-method research design, integrating both quantitative and qualitative approaches, was used to explore the African American parents' involvement during the IEP process. Data were collected through surveys, semi-structured interviews, and direct observations. Participants included administrators, special education teachers, and African American parents of children with disabilities enrolled in a modern, comprehensive public high school serving grades nine through twelve. Survey findings revealed an overall mean score of 4.07 out of 5 for the responses of African American parents regarding their experiences of involvement in the IEP process, indicating the African American reported favorable involvement in their child’s IEP process for all six dimensions of Epstein’s Parental Involvement Model (parenting, learning at home, communicating, decision-making, volunteering, and collaborating with community). The overall mean scores as perceived by the teachers and administrators regarding the African American parents’ involvement was 2.89 out of 5, indicating the teachers and administrators perceived minimal African American parental involvement. The analysis of data from the interviews revealed African Americans were most familiar with the initial component of the IEP process. The African American described challenges they faced during the IEP process including limitations with educational jargon, scheduling conflicts, power imbalances, and limited culturally responsive practices. General recommendations for parents, administrators, educators, and other policymakers to improve African American parental involvement in the IEP process are presented. Efforts are presented to help foster children’s success and empower parents, and families to address their child’s unique educational needs while enrolled in special education services.

Download

Share

COinS