Date of Award

Spring 2025

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Education Policy, Planning, and Administration

Committee Chairperson

Orkideh Mohajeri, Ph.D.

Committee Member

John Craig, Ed.D.

Committee Member

Daris McInnis, Ed.D.

Abstract

Using an endarkened narrative inquiry method, the author examined the narratives of Black parents about the experiences of their children on their academic journeys while attending school in affluent, predominantly white school districts, as well as the stories of how those Black parents support the academic success of their children in those school districts. Data collection strategies included one-on-one semi-structured interviews with parents. The researcher conducted the study using an endarkened narrative inquiry methodology and analyzed the narratives of Black parents in their efforts to support their children on their academic journeys. The researcher evaluated tools, techniques, and strategies that parents of Black children identified as useful in their efforts to help their children succeed in school. The researcher found that Black parents in affluent predominantly white school districts need to work collectively to support their children, recognize that the schools don’t always act in their best interests, stay fully informed, value education, support their children’s Black identity, and push for systemic improvement. The researcher found the following limitations: a small number of school districts and parents were studied, a small number of fathers were study participants, and the study took place over a relatively short time period. Implications from the future include the need for culturally proficient professional development, the need for parents to work with supportive villages, and the need for parents to spend money for educational advancement for their children.

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