Date of Award
Doctor of Philosophy (Ph.D.)
Annsley Frazier Thornton School of Education
Dr. Rosemarie Young
Dr. Jessica Ivy
Dr. Alicia Averette
This qualitative, phenomenological study explored parent and educator perceptions of parental engagement in Title One elementary schools. Twelve participants were included in this study. Six parents and six educators from the Southeastern, Southwestern, and Western regions of the United States defined parental engagement and how parental engagement impacts student achievement. The following research questions guided this study: (a) What are parent perceptions of parental engagement in Title One schools? (b) What are teacher perceptions of parental engagement in Title One schools? (c) What are the similarities and differences in parent and teacher perception of parental engagement? (d) How can these perceptions be utilized to improve parental engagement to benefit student achievement? Joyce Epstein’s six types of involvement was the framework used in this study. Six themes emerged: (a) Communication, (b) Partnership/Relationship, (c) Methods of Engagement, (d) Achievement, (e) Mental Health, and (f) Resources. Themes one through five emerged for parents, while all six themes emerged for educators. This study concludes with a discussion of findings, implications for future research, and recommendations for practice.
Rogers, Alexandra, "Untold Stories: A Phenomenological Study of Parent and Educator Perspectives of Parental Engagement in Title One Elementary Schools" (2021). Graduate Theses, Dissertations, and Capstones. 102.
Available for download on Tuesday, July 12, 2022