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ERIC Number: ED521133
Record Type: Non-Journal
Publication Date: 2010
Pages: 141
Abstractor: As Provided
ISBN: ISBN-978-1-1242-2117-5
Where It Begins: Parental Strategies that Impact the Kindergarten Readiness of African American Students
English, Katrina E.
ProQuest LLC, Ph.D. Dissertation, Capella University
The need to close the educational gap between Black and White students necessitated a search for answers through parental strategies that impact school readiness. Educational and child development literature support the fact that what a caregiver/parent does and/or does not do for their children, essentially, beginning at birth , has an impact on their child's readiness for formal education. Research also supports that, if a child does not begin school, ready, this is where the gap begins and each year, the gap widens. The goal of this study is to share strategies of parents whose children began school ready to learn, and maintained their academic success. Six themes emerged in this study. The themes are labeled (a) Child Development, (b) Parental Strategies, (c) Motor and Social Development, (d) Communication, (e) Environment and (f) Education & academic performance. Qualitative research that addresses strategies, of African American parents, implemented in the lives of their children, beginning at birth, may provide important insight for educators to consider as they strive to develop effective parental involvement programs to improve student achievement among African American children. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Early Childhood Education; Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A