A Dissertation Summary

by

Julie Connor, Ed.D.

A growing number of minority students are experiencing failure in U.S. schools.

(Bloom, 2003; Brown & Beckett, 2007; Thernstrom & Thernstrom, 2003)

Many large urban schools reported that the drop-out rate among minority high school students was below 50%.

(Chaddock, 2006; Steinberg & Almeida, 2004)

The No Child Left Behind Act (2001) demanded stronger accountability from schools, more choices for parents, and required schools to develop firm ties with students and families.

Minority youth who were supported through joint school-family relationships often experienced academic success.

(Tableman, 2004)

Strong school-family relationships lead to improved attendance and decreased incidences of bullying (Domina, 2005).

Teachers and parents were often frustrated by their inability to communicate across socioeconomic levels, cultural lines, and language barriers (Ramirez, 2003).

Teachers frequently assumed that minority parents did not want to be involved in their children’s education (Diamond & Gomez, 2004).

Many low-income minority primary caregivers believed educators did not want them involved in their children’s instruction (Pena, 2000; Thernstrom & Thernstrom, 2003) and education was a responsibility that belonged to teachers (Smrekar & Cohen-Vogel, 2001).

Minority parents were often critical of school policies they believed prevented their children from receiving a quality education (Byndloss,

2001; Diamond & Gomez, 2004; Ramirez, 2003).

Participants: 104 6th grade African-American students eligible for free/reduced lunches at 5 elementary schools in Kansas City’s urban core

Purpose: To examine relationships between students’ attitudes and their perceptions of their primary caregivers’ thoughts and feelings about education and academic achievement

Students responded to 28 statements related to education on a survey:

(a) their personal beliefs and attitudes (b) their parents’ and guardians’ attitudes

• Part I: Respondents provided

information about gender,

number of children and adults

in their homes, and education

of adults who were responsible

for their care

• Part II: 4-point Likert scale

(a) 14 statements about

students’ personal attitudes

about education

(b) 14 statements required

students to predict their parents’

and guardians attitudes and

feelings about education

Research Questions & Hypothesis

Questions guiding the quantitative study:

1. How were student survey responses similar to their perceptions of parents’ and guardians’ attitudes towards learning and academic achievement?

2. How were student survey responses different from their perceptions of parents’ and guardians’ attitudes towards learning and academic achievement?

3. What did students identify as positive areas of support from parents and guardians in regard to academic achievement?

4. Were students who held more positive personal beliefs about education and academic achievement those who also perceived stronger support from parents and guardians?

Hypotheses guiding the analysis:

1. There will be significant relationships between personal attitudes towards school held by African-American lower socioeconomic sixth grade students and their interpretations of their parents’ and guardians’ attitudes towards education and academic achievement.

2. Survey results will demonstrate that students who held more positive personal beliefs about education and academic achievement will also perceive stronger educational support from parents and guardians.

• Historical context of educational opportunities for minority students in America

• Minority families and school staff racial tension

• Childrearing practices and cultural differences

• Unfair disciplinary practices in schools

• Socioeconomic status and parent/guardian expectations on academic achievement

• Establishing working relationships between families and schools

Inadequate academic preparation

Substandard educational resources

Mismatched social and academic expectations

Lack of encouragement

Psychological intimidation

Fear of “acting White”

Unstable familial and financial circumstances

Inadequate peer support

Lack of role models

(Andre et al., 2010; Fields-Smith, 2009; Lopez & Parker, 2003; Miretzky, 2004; Ogbu, 2003; Payne, 2005)

Schools

Total

Number of

Students

Number of

Eligible 6th

Graders*

Number of

Participating

6th Graders

African-

American

Population

(%)

Free/Reduced

Lunch

Participants

(%)

School A

School B

School C

School D

School E

330

250

499

300

400

41

39

58

40

50

10

21

35

18

20

68.1

50.9

96.3

98.4

20.7

88.8

86.2

79.0

85.3

87.8

Student Survey Respondents

0

10

20

30

40

50

60

School A School B School C School D School E

Nu

mb

er

of

Stu

de

nts

Participating Elementary Schools

Number of Eligible 6th Graders

Number of Participating 6th Graders

Schools

Total Number of

Students

Proficient in

Comm. Arts (%)

African-American

6th Graders

Proficient in

Comm. Arts (%)

Total Number of

Students

Proficient in

Mathematics (%)

African-American

6th Graders

Proficient in

Mathematics (%)

School A

24.7

10.7

36.5

7.2

School B

20.6

10.3

29.4

33.4

School C

17.9

18.9

26.7

17.2

School D

13.3

13.5

9.6

5.4

School E

17.5

4.9

27.7

24.4

Lived with Mother &

Father 18%

Lived with Mothers 52%

Lived with Fathers 3%

Lived with Grandparents

21%

Other 6%

Less Than 9th Gr.

Ed 8%

Some High School

24%

High School Diploma or GED

31%

Some College

17% College Graduate

14% Don't know 6%

• Students’ reactions and corresponding predictions of primary caregivers’ responses aligned in table form

• Frequencies and percentages used to summarize data

• Means and standard deviations used to describe students’ attitudes and perceptions

• Pearson correlation analyses were used to measure the strength of the relationships

• Inferential statistics used to develop conclusions and make predictions about population based on information from the sample.

• Correlational data established interrelationships

• Paired-sample t-tests used to compare students’ responses and perceptions of primary caregivers

• Cross tabulations and percentages were used to describe relationships between categorical variables

• Alignment of survey responses reflected similarities and differences between students’ responses and their perceptions of their parents’ and guardians’ attitudes towards learning and academic achievement.

Students predicted how their primary caregivers

would respond to the following statements:

“My parent(s)/guardian(s) …”

1. want me to get a good education.

2. do not like it if I do not go to school.

3. do not like it if they find out I skip classes at school.

4. say positive things about my school.

5. encourage me to read at home.

6. read at home.

7. encourage me to do my homework.

8. help me with my homework.

9. like to talk to my teachers.

10. are happy when I do well at school.

11. want me to become more successful than themselves.

12. expect me to graduate from high school.

13. expect me to go to college after I graduate from high school.

14. expect me to get a full-time job after I graduate from high school or college.

Survey Statements Students responded to the following statements:

1. I like to go to school.

2. I want to get a good education.

3. I get in trouble if I do not go to school.

4. I go to all of my classes when I am at school.

5. I say positive things about my school.

6. I like to read when I am at home.

7. I complete all of my homework.

8. I want my parent(s)/guardian(s) to help me with my homework.

9. I like to talk to my teachers.

10. I am happy when I do well at school.

11. I want to become more successful than my parent(s)/guardian(s).

12. I want to graduate from high school.

13. I want to go to college after I graduate from high school.

14. I want to get a full-time job after I graduate from high school or college.

Students Parents

t-Value

DF

p-Value

Inference

Correlation

Sig.

Mean

SD

Mean

SD

Q2 & Q15

Q3 & Q16

Q4 & Q17

Q5 & Q18

Q6 & Q19

Q6 & Q20

Q7 & Q21

Q8 & Q22

Q9 & Q23

Q10 & Q24

Q11 & Q25

Q12 & Q26

Q13 & Q27

Q14 & Q28

3.52

3.49

3.55

2.91

2.26

2.26

2.27

2.45

2.83

3.19

3.13

3.29

2.72

3.45

.750

.836

.799

.946

.995

.995

1.026

1.004

.970

.738

.942

.844

1.056

.762

3.58

3.58

3.37

2.84

2.32

2.38

2.37

2.51

2.64

3.12

3.28

3.21

2.47

3.48

.649

.720

.997

.956

.917

.997

1.043

1.052

1.033

.673

.841

.992

1.088

.800

1.616

2.802

4.643

1.808

1.421

1.364

2.411

1.135

3.172

1.580

4.039

1.521

4.934

0.904

103

103

103

103

103

103

103

103

103

103

103

103

103

103

0.109 NS

0.006*

0.000*

0.073 NS

0.158 NS

0.175 NS

0.018*

0.259 NS

0.002*

0.117 NS

0.000*

0.131 NS

0.000*

0.368 NS

.874

.929

.934

.896

.909

.625

.923

.874

.830

.756

.911

.854

.844

.914

.000*

.000*

.000*

.000*

.000*

.000*

.000*

.000*

.000*

.000*

.000*

.000*

.000*

.000*

Survey Item

Strongly Agreed

Agreed

Disagreed

Strongly

Disagreed

I want to get a good education

64%

26%

7%

3%

My parents and guardians want me to get a good education

65%

28%

6%

1%

Similarities in Students’ Attitudes & Perceptions of Primary Caregivers

• Three-fourths of the students (76%) enjoyed going to school.

• Most students (90%) wanted a good education

• 93% percent believed their parents and guardians wanted them to get a

strong education

• 92% reported that their parents did not like it if they did not attend school

• 87% were happy when they were successful at school

• 83% believed their primary caregivers were happy when they did well at

school

• 62% spoke positively about their school; 63% of the students believed their

primary caregivers also spoke favorably about their school

• 36% liked to read at home

• 40% agreed that their primary caregivers encouraged them to read

• 44% observed parents and guardians reading at home

• 45% agreed primary caregivers helped them with homework

Similarities in Students’ Attitudes & Perceptions of Primary Caregivers

Though most students believed their parents expected them to graduate

from high school, their desires to graduate from high school consistently

matched their perceptions of their primary caregivers’ expectations.

• 75% wanted to become more successful than their parents; 79% believed their primary caregivers wanted their children to become more successful than themselves

• 79% wanted to graduate from high school; 77% believed their parents expected them to graduate

• The number of primary caregivers who graduated from high school (62%) was similar to the number of students who aspired to go to college (63%).

• 90% wanted full-time employment after they graduated

• 88% of the students believed their primary caregivers expected them to find work

Differences in Students’ Attitudes & Perceptions of Primary Caregivers

90% wanted a good education and 87% were happy when successful at school

• 87% would get in trouble if they did not go to school; 92% acknowledged primary caregivers did not like it if they did not go to school

• 86% attended all classes; 76% believed parents disapproved if they skipped classes (10% discrepancy)

• 14% skipped classes; 24% reported that their primary caregivers did not care if they skipped classes

• 33% completed homework; 44% received homework assistance from parents

• 36% liked to read at home, 40% were not encouraged to read at home, 56% observed parents reading

• 93% indicated parents wanted them to get a good education, 68% of students and 56% of parents liked talking to teachers

• 75% wanted to become more successful than their parents; 79% believed their parents wanted them to be more successful than themselves

• 79% wanted to graduate from high school; 77% primary caregivers expected them to receive high school diplomas, 62% of parents graduated from high school

• 60% of the students wanted to go to college; 47% believed parents expected them to attend college

• The number of students with desire to graduate from high school and believed parents expected them to receive a high school diploma was 11% lower than their desires and perceptions of parents expectations to find full-time employment.

• 90% wanted full-time employment after graduation, 80% of students’ parents expected them to find full-time work.

• Students’ desires for full-time employment were 11% higher than their aspirations to graduate from high school and 11% higher than their parents’ high school graduation expectations

Positive Areas of Academic Support from Primary Caregivers

• 76% enjoyed going to school • 75% wanted to become more successful than their parents; 79% believed

parents wanted them to become more successful than themselves • 90% wanted a good education; 93% believed parents and guardians

wanted them to obtain a quality education • 62% said positive things about their schools; 63% believed parents spoke

favorably about their schools • Students’ excitement about personal successes at school (87%) as

favorable as perceptions of parents’ delight (83%) when they experienced success

• 79% wanted to graduate from high school; 79% believed parents wanted them to be more successful than themselves

• 77% believed primary caregivers expected them to graduate from high school

• 60% wanted to attend college, 90% of the students wanted to get a full-time job after they received high school or college diplomas

• 62% of parents graduated from high school; about one-third (31%) enrolled in college courses or graduated from college

Negative Areas of Academic Support from Primary Caregivers

• 90% wanted a good education, 87% were happy when successful at school, 79% wanted to graduate from high school.

• Number of students aspiring to graduate from high school (79%) and who wanted to attend college (60%) lower than the number of students wanting full-time employment after graduation (90%)

• Number of students who believed parents expected them to attend college was 13% lower than the number of students who wanted to attend college.

• 87% would get in trouble if they did not go to school; 92% believed parents disapproved if they did not go to school. Although 86% did not skip classes, 76% indicated parents were concerned if they attended classes

• About one-third of the students liked to read at home; less than half were not encouraged to read at home and less than half did not observe parents reading

• About one-third revealed they completed homework; 44% liked parents to help them with homework. Less than half were encouraged or assisted with homework by parents Almost one-fourth of the students strongly disagreed they received homework assistance from parents .

• Three-fourths of the students enjoyed going to school; fewer students (68%) liked to talk with their teachers and 56% claimed parents liked to talk to teachers.

32% of primary caregivers did not graduate from high school or complete GED; 6% knew nothing about parents’ and guardians’ educational histories.

90% wanted to find full-time employment after high school or college graduation; 88% believed parents expected them to find work after graduation

• Although most students reported that their caregivers disapproved if they did not go to school, they believed primary caregivers were less concerned if they attended all of their classes.

• Less than half of the students completed their homework or read at home. Similarly, less than half of the students received routine encouragement from parents and guardians to complete homework or read at home.

• Although most students indicated that receiving a strong educational foundation was an important priority, one in four students disagreed that they wanted to graduate from high school. Less than half of the students indicated a desire to go to college.

• Students who wanted to graduate from high school was about the same as (a) the number of students who believed their parents and guardians shared their aspirations and (b) the number of students who actually graduated from high school.

• Students who wanted to attend college was about the same as (a) the number of students who believed their parents and guardians shared their aspirations and (b) the number of students who actually attended or graduated from college.

Survey

Item Strongly

Agreed Agreed Disagreed

Strongly

Disagreed

I get in

trouble if I

do not go

to school

66%

21% 8% 5%

My

parents &

guardians

do not

like it if I

do not go

to school

68% 24% 5% 3%

Survey

Item Strongly

Agreed Agreed Disagreed

Strongly

Disagreed

I go to all

of my

classes

when I

am at

school

71%

15%

11%

3%

My

parents &

guardians

do not

like it if

they find

out I

skipped

classes at

school

68%

8%

17%

7%

87% 86% (-1%)

92% 74% (-18%)

Survey

Item Strongly

Agreed Agreed Disagreed

Strongly

Disagreed

I want to

graduate

from high

school

52%

27% 19% 2%

My

parents &

guardians

expect

me to

graduate

from high

school

53% 24% 14% 9%

Survey

Item Strongly

Agreed Agreed Disagreed

Strongly

Disagreed

I want to

go to

college

after I

graduate

from h.s.

29%

31%

247%

16%

My

parents &

guardians

expect

me to go

to college

after I

graduate

from h.s.

23%

24%

30%

23%

79% 60% (-19%)

77% 47% (-30%)

High School Graduation vs Full-time

Employment after Graduation

Survey

Item Strongly

Agreed Agreed Disagreed

Strongly

Disagreed

I want to

graduate

from high

school

52%

27% 19% 2%

My

parents &

guardians

expect

me to

graduate

from high

school

53% 24% 14% 9%

Survey

Item Strongly

Agreed Agreed Disagreed

Strongly

Disagreed

I want to

get a full-

time job

after I

graduate

from

hs.or

college

59%

31%

7%

3%

My

parents &

guardians

expect

me to get

a full-time

job after I

graduate

from h.s.

or college

63%

25%

8%

4%

79% 90% (+11%)

77% 88% (+11%)

KCMSD vs Missouri Drop-Out & Graduation Rates

KCMSD HIGH SCHOOL

DROP-OUT RATE (%)

2007

2008

2009

2010

2011

9.8

(-6.2)

17.4

(-13.9)

6.0

(-2.2)

8.6

(-5.2)

26.5

(-22.7)

KCMSD HIGH SCHOOL

GRADUATION RATE (%)

2007

2008

2009

2010

2011

75.7

(-10.5)

69.1

(-16.8)

64.2

(-21.4)

65.2

(-20.6)

55.1

(-30.7)

MISSOURI HIGH SCHOOL

DROP-OUT RATE (%)

2007

2008

2009

2010

2011

3.6 3.5 3.8 3.4 3.8

MISSOURI HIGH SCHOOL

GRADUATION RATE (%)

2007

2008

2009

2010

2011

86.2 85.9 85.6 85.8 85.8

Note: Missouri Department of Elementary and Secondary Education (2011)

Missouri 80.4%

Asian 86.1

Black 65.3

Hawaiian/Pacific Islander 81.0

Hispanic 74.2

Indian 77.0

White 85.8

Multi-Race 91.8

Female 84.0

Male 77.1

Free/Reduced Lunch 74.8

Limited English Proficient 61.3

Special Education 67.0

KCMO School District 57.2%

Asian 83.8

Black 58.4 (-6.9%)

Hawaiian/Pacific Islander

Hispanic 59.2

Indian 50.0

White 38.1 (-47.7%)

Multi-Race

Female 62.2

Male 38.6

Free/Reduced Lunch 55.0 (-19.8%)

Limited English Proficient 43.1

Special Education 41.8

Note: Missouri Department of Elementary and Secondary Education (2011)

• 21% of the survey participants lived with grandparents

• In 2009, the U.S. Census Bureau reported that 1.3 million African-American grandparents lived with their children and grandchildren.

• U.S. Census Bureau: 50% of students living with grandparents were responsible for their care

• Grandparent caregivers needed current and accessible information and assistance about legal and financial issues, support services, health and housing information, and guidance about education and childrearing (AARP, 2003, p. 2).

* Maintain high expectations and standards for all students and clearly defined means for students to achieve expectations.

• Provide clear goals and objectives for students which are clearly communicated to primary caregivers and families.

• Promote clear rules of behavior and fair consequences for all students.

• Document school policies and provide regular announcements of upcoming school events.

• Distribute monthly newsletters highlighting student achievement and successes at school and within the community.

• Send personal invitations and opportunities for primary caregivers and families to see their children perform at school events.

• Provide informal opportunities for families and school staff members to casually to promote sense of community at school.

• Facilitate parent and family programs and workshops that help primary caregivers improve parenting skills.

• Provide education courses that help parents promote learning and homework assistance at home.

• Create learning opportunities for families from linguistically different backgrounds to acquire the means to acquire English skills.

• Send written communications to parents and guardians in the native language of non-English speaking families.

• Prepare teachers with tools and resources needed to support parent and family involvement through professional development.

• Promote appreciation for multicultural differences through invitations to parents and guardians to share their expertise and experiences, serve as cooperative advisors, editors, and advocates for their children, in the schools .

• Promote appreciation for ethnic differences by providing opportunities for families and school staffs to celebrate cultural events such as Martin Luther King Day, Cinco de Mayo, Chinese New Year).

• Invite and involve parents and guardians in various roles at school during the day such as one-on-one student mentoring, library assistants, classroom aides, clerical assistance.

• Host monthly forums for parents and guardians to discuss important topics such as homework and achievement testing.

• Work with parents to recruit volunteers to develop child care services for single-mothers and primary caregivers with young children to encourage their participation at school events.

• Form governance vehicles that encouraged response and input from parents and guardians.

• Build strong relationships with students and families through home visits, regular parent meetings, and positive daily interaction.

• Assist primary caregivers and families in locating community resources necessary to help them accomplish their parenting, employment, educational, and personal goals.

• “Thus far, school desegregation has failed because many educators have not examined beliefs and assumptions about cultural differences” (Caruthers, 2005).

• Courageous conversations require mutual honesty and respect

• Fear of sounding angry, offensive, ignorant, or politically incorrect often leads to avoidance, silence, and misunderstandings.

• Dialogues inviting trust lead to greater understanding and, ultimately, transformation.

• Morago (1983) stated:

The danger lies in ranking the oppressions. The danger lies in failing to acknowledge the specificity of the oppression. The danger lies in attempting to deal with oppression purely from a theoretical base. Without an emotional, heartfelt grappling with the source of our own oppression, without naming the enemy within ourselves and outside of us, no authentic, non- hierarchical connection among oppressed groups can take place.