A Phenomenology Study of African American Parents' Involvement in Male Students' Enrollment in Special Education

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Autor/in	Williams, Michael Ray
Titel	A Phenomenology Study of African American Parents' Involvement in Male Students' Enrollment in Special Education
Quelle	(2018), (116 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Northcentral University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-4386-7976-4
Schlagwörter	Hochschulschrift; Dissertation; Parent Participation; African American Students; Males; Enrollment; Special Education; Learning Disabilities; Language Impairments; Disproportionate Representation; Equal Education; Racial Differences; Discipline; Referral + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Elternmitwirkung; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Male; Männliches Geschlecht; Einschulung; Special needs education; Sonderpädagogik; Sonderschulwesen; Learning handicap; Lernbehinderung; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Rassenunterschied; Disziplin
Abstract	This research focuses on Black male students in special education; of the 50.4 million students in the public education system, 24.6 million are White students, and 7.8 million are African American students (NCES, 2016). However, of the 6.5 million students in special education, Black students account for 16 percent (975,000) of the population while White students make up only 13 percent (845,000) (NECS, 2016;). According to NECS (2016), the group identified with the largest population in special education for a learning disability and language impairments is Black/African American males. The problem for this research resides in the disproportionate number of Black males in special education when compared to their White peers (Martin, 2014; NCES 2016; Nigg, 2013). Many Black families and Black communities are accepting special education, and possible subsequent imprisonment as a way of life for their children, and fail to get more involved in the public school's special education assessment process (Center for Parent Information and Resources, 2014; Thompson & Shamberger, 2015). The purpose of this qualitative phenomenology is to examine the experiences of Black parents who had a child in special education and their involvement. The researcher recruited seven Black parents with a male in special education to answer ten open-ended interview and research questions. The research revealed that (1) Black males are not given the equal chances, and opportunities as their White males to succeed in school; (2) Black males are disciplined quicker and harsher than White males; and (3) teachers were quick to recommend a Black male to special education if he disrupts the class without seeking the real problem. Some potential limitations to this study may be participants' bias, the small sample group; participants could have misinterpreted questions, and not including other minority groups. Additional research is necessary to understand the impact Black parents involvement in their children education have on reducing the number of the Black male in special education; to determine how a child's neighborhood and income level impacts the child's education; and how to improve relationships between Black parents and White educators. Neglecting to take action to reduce the number of Black males in special education through parents' involvement, by properly diagnosing students for mental disabilities and learning disabilities, and by improving parents, teachers, and school administration relationships will continue the school-to-prison lifecycle for Black males and the cycle of the missing father in Black families homes. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01