Identify Barriers That Hinder Marginalized Parents/Families to Support Their Young Children’s Literacy Development and What Support the School Can Provide the Parents to Enhance Their Young Children’s Literacy Development

Date of Award

8-1-2024

Degree Name

Ed.D. in Leadership for Organizations

Department

Department of Educational Administration

Advisor/Chair

Davin Carr-Chellman

Abstract

This research study sought to identify barriers that hinder a group of marginalized parents who live in (LIEM) low-income, economically marginalized communities overcome barriers that hinder them from being able to support their children’s early literacy development. As well as how the intersectionality of societal factors contributes to the parents and families who cannot provide meaningful support to their young children’s literacy development. These children, who attend an inner-city charter school in a Mid-West state with a 100% free and reduced lunch rate, are in urgent need of support from the school. Their parents, identified as members of a marginalized group, need immediate assistance to enhance their children’s early literacy development by the time they enter the Fourth grade. It is crucial to provide support to the children and accurate information to their families regarding the low ranking their children receive of the STAR Early Literacy assessment data the students receive on these quarterly assessments administrated to these students. As a result of the individual interviews the researcher had with each of the six parent participants, another theme that emerged from these interviews was that the parents did not clearly understand what their children’s STAR Early Literacy scores and classifications meant. The majority of the parents interviewed believed the teachers were doing a good job teaching their children to read. However, the majority of parents did not have a clear understanding of what their children’s assessment score data meant. The fact that children of these parents all had STAR Early Literacy scores ranged from early to late literacy readers and probable readers by the time the children entered the Fourth grade. This information underscores the need for the teaching staff to give the parents of these children clear, direct information on their children’s STAR data, as well as specific materials they can use to work with their children at home to help build their children’s ability to master their early literacy skills to become prepared to be proficient readers by the time their children enter the Fourth grade. A significant amount of research also suggests that when the school develops positive, trusting partnerships with the parents of children in need of supplemental services, this will not only enable the parents to feel that the teachers and school administrators care about their children's educational development, but also instill a profound sense of hope. This hope will empower the parents, making them feel good about helping their children in their homes, knowing their efforts are part of a more significant, positive change.

Keywords

Marginalized, Low income, economically marginalized (Liem), culturally relevant teaching practices, marginalized families, Intersectionality, STAR Early literacy assessment test, Literacy Book in a Bag activity

Rights Statement

Copyright © 2024, author.

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