African American Family Members' Psychological Support and Barriers Related to Their Children's Literacy Development

• In Event: Strengthening the Voice of Black Families in Family, School, Community Partnerships

Abstract

We explored African-American family members’ beliefs, expectations, autonomy support, and relationships regarding their children's literacy development. Mixed-methods were used. Forty-five African-American family members participated in a survey and 8 in the focus group. Descriptive statistical analysis was used for survey data, and emergent coding and constant comparative method was used for focus group data. Findings showed African-American family members: a) had supportive belief about their role and their children’s academic growth, but lacked belief in the efficacy of the school system; b) expected their children to be independent regarding the school-related tasks; c) encouraged their children and provided support for their literacy activities; and d) had an effective relationship with their children’s schools.

Authors

• Iman Bakhoda, Oakland University
  Presenting Author

• Yong Zeng, Oakland University
  Presenting Author

• Ashelin R. Currie, Oakland Schools
  Non-Presenting Author

• Emily Caylor, Tuscola Intermediate School District
  Non-Presenting Author

• Amanda Wowra, Oakland University
  Non-Presenting Author

• Tanya M. Christ, Oakland University
  Non-Presenting Author