Date

4-7-2026

Department

School of Education

Degree

Doctor of Philosophy in Education (PhD)

Chair

Richard Segovia

Keywords

adolescent, co-curricular, development, socioeconomic status, single-parent

Disciplines

Educational Leadership

Abstract

The purpose of this transcendental phenomenological study was to describe the perceptions of co-curricular support systems regarding the educational leadership and development of high-school-aged children in single-parent homes in South Florida. Focusing on the Tri-County area of South Florida, the theory guiding this research is Erik Erikson’s eight stages of psychosocial development, which pertain to the adolescent stage of development. The central research question was: What is the perception of co-curricular activities' influence on the academic achievement of adolescent-aged students raised in single-parent homes? Using multiple data collection methods: questionnaires, personal interviews, and focus groups, the data gathered was used to analyze this phenomenon and describe the experiences of single parents in South Florida. Through analysis of literature and data collection, the findings provided a description of how single parent’s perceptions of co-curricular activities influence the academic development of their children. Through this research, it was revealed that many single parents believe co-curricular activities influence the overall development of their children. Through positive leadership and mentorship, individuals and teachers across different co-curricular activities are teaching children to develop interpersonal skills, discipline, and responsibility, and to nurture positive emotional development and a sense of self.

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