Date

12-16-2025

Department

School of Education

Degree

Doctor of Philosophy in Education (PhD)

Chair

Christy Raby

Keywords

Achievement Gap, Pennsylvania high school, Parents Perspective

Disciplines

Education

Abstract

The purpose of this phenomenological study was to understand the compounded influences of intersectional influences on student achievement for parents of high school students in a culturally and socioeconomically diverse urban school district in Pennsylvania. The theory guiding this study is Bourdieu’s social capital theory, which explains how access to social networks, resources, and systemic inequalities influenced educational outcomes. The central research question for this study is, What are parents' perceptions of the influences contributing to the achievement gap for high school students in Pennsylvania? The study will employ a qualitative transcendental phenomenological design. Utilizing semi-structured individual interviews and focus group discussions with parents of high school students in the selected urban district. Data collection will focus on exploring how parents interpret their children’s educational challenges and successes. A thematic analysis will be used to identify patterns in parental perceptions. The data was examined by identifying recurring themes and subthemes, followed by triangulation to validate the findings. The primary themes that emerged included the overall influences on student achievement, barriers students and families encountered in accessing educational opportunities, alignment of available resources with students’ needs, student outcomes within various high school settings, and the role of social networks and support systems in shaping academic success. The analysis indicated that the achievement gap persists across urban and suburban areas and is closely linked to disparities in social capital, including access to resources, connections, and institutional support.

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