Doctor of Education (EdD)
Exceptional Student Education
First Advisor's Name
First Advisor's Committee Title
Second Advisor's Name
Second Advisor's Committee Title
Third Advisor's Name
Maria Elena Villar
Third Advisor's Committee Title
Fourth Advisor's Name
Fourth Advisor's Committee Title
haitian, american, parent, involvement, perceptions, teacher, education, ESE, exceptional, student, south, florida
Date of Defense
Parental involvement is legally mandated requirement in schools across the United States, and prevalent in special education legislation. However, methods for increasing and promoting parent involvement of minority subgroups in low socioeconomic areas are scarce. The purpose of this study was to develop, implement, and describe Haitian parents’ perceptions of their involvement in a structured parent intervention program and to describe the perceptions of their children’s teachers concerning the parents’ involvement in the program.
In this study, the researcher used a descriptive qualitative case study methodology. All participants in the 5-month program implementation were interviewed at three points throughout the program. (pre, mid, and post). Findings of the present study revealed that these parents’ feelings towards parent involvement evolved throughout their participation in the program. Participants went from reported feelings of separation between home and school, to understanding the important role they can play in education. Additionally, as reported by the students’ teachers, the parents’ increased involvement and presence in the school/classroom had a positive impact on their children’s social and academic development. Through their participation in the program, as evidenced through interview responses, parents’ confidence increased as well as their ability to overcome initially identified barriers to involvement including English language acquisition, lack of time, an unclear understanding of special education services, and feeling un-wanted.
This study found that parents’ perceptions of their participation were guided by two categories of motivators as identified through coding of interview responses: intrinsic motivators and extrinsic motivators. Through the program, parents who were intrinsically motivated to be involved in their child’s education embraced the whole program. Those who were extrinsically motivated also became more involved, however, their motivation was more dependent on society and perceived success of their child and their parenting.
Perceptions of parent participants concerning their involvement in the program was found to be defined by the American culture in which their children are growing up, but equally in part by their Haitian roots and remaining ties to the island. Through their participation in the program, the parents were able to identify and explore opportunities for involvement, develop relationships with their children’s teachers, better understand the purpose of an IEP, and better themselves as individuals to in turn better the lives of their children.
Taylor, Kristina M., "A Descriptive Case Study Examining the Perceptions of Haitian American Parents and the Perceptions of their Children’s Teachers on the Parents’ Involvement in a Structured Parent Intervention Program" (2016). FIU Electronic Theses and Dissertations. 2535.
Bilingual, Multilingual, and Multicultural Education Commons, Disability and Equity in Education Commons, Pre-Elementary, Early Childhood, Kindergarten Teacher Education Commons, Special Education and Teaching Commons
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