Date

5-20-2026

Department

School of Education

Degree

Doctor of Philosophy in Education (PhD)

Chair

Vonda Beavers

Keywords

Bronfenbrenner’s ecological systems theory, Every Student Succeeds Act, Handicapped Children Act, individualized education plan, Individuals with Disabilities Education Act, No Child Left Behind Act, parent engagement, parent involvement

Disciplines

Education | Special Education and Teaching

Abstract

Despite legislative efforts such as the Handicapped Children Act, the Individuals with Disabilities Education Act, the No Child Left Behind Act, and the Every Student Succeeds Act, African American parents of children in special education continue to encounter systemic barriers that affect engagement with schools. This transcendental phenomenological study focused on the lived experiences contributing to parent engagement among African American parents of children with learning disabilities in Georgia public schools. Bronfenbrenner’s ecological systems theory provided the theoretical foundation for examining how environmental systems influenced parent-school interactions. Ten parents were recruited through criterion and snowball sampling. Data collection included individual interviews, one focus group session, and a five-question online journal prompt. Data was analyzed using Moustakas’s phenomenological reduction process, including horizonalization, clustering of themes, and development of textural and structural descriptions. Three primary themes were identified: (a) systemic mistrust rooted in historical and cultural experiences, (b) resilience and advocacy as tools for navigating special education, and (c) the importance of relationship-building and culturally responsive communication with educators. Findings indicated a need for equity-focused professional learning, stronger parent-school partnerships, and policy implementation that reflects the lived realities of African American families.

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