Date
4-18-2025
Department
School of Education
Degree
Doctor of Philosophy in Education (PhD)
Chair
Kristy Motte
Keywords
parent involvement, parent role models, student success, lived experiences, school-based parent support programs
Disciplines
Education
Recommended Citation
Tucker, Chelsie Eileen Kelley, "Understanding Parent Involvement and Student Success: A Transcendental Phenomenological Study of the Lived Experiences of Parent Role Models Who Have Attended School Based Parent Support Programs" (2025). Doctoral Dissertations and Projects. 6704.
https://digitalcommons.liberty.edu/doctoral/6704
Abstract
This transcendental phenomenological study described the lived school involvement experiences of parent role models who attended parent support programs in various charter schools in a southwestern county in North Carolina. The theory that guided this study was Ben-Tov and Romi's role model theory, which explains the importance of the parent's role in a child's education. The role model theory provided the theoretical framework for this phenomenology to answer the central research question: (a) What are the lived experiences of parent role models who have attended parent support programs in various charter schools within a southwestern county in North Carolina? This qualitative transcendental phenomenology included 10 participants who attended parent support programs at different charter schools within a southwestern county in NC. Data were collected through a survey, individual interviews, and journal prompts. All data were analyzed using Moustakas' (1994) transcendental phenomenological approach. The analysis of the data generated five common themes: (a) parents are role models, (b) parental involvement in school events, (c) parental involvement in home events, (d) parents as partners, and (e) parental expectations.
