Parent Advocacy for Literacy Intervention: A Case Study of Motivations and Experiences

• In Event: AERA Graduate Student Research-in-Progress Roundtable Session 1
  In Roundtable Session: Insights into Motivation in Education Contexts: Leadership Roles, Growth Mindset, and Goal Commitments (Table 8)

Abstract

The purpose of this multiple case study was to examine the experiences and motivations behind four parents' decisions to advocate for their child's literacy needs outside of the school context. This study is framed using a self-proposed model of parent advocacy which expands on Hoover-Dempsey's (2005) work on parent involvement as well as Ryan and Deci's (2020) self-determination theory and Bronfenbrenner's (1979) ecological systems theory. Data collection included semi-structured interviews with parents, observations of interview recordings, and collection of documents that speak to advocacy. Findings will advance the current research on parent advocacy and have implications for schools using MTSS and for parent advocates supporting children with literacy difficulties.

Author

• Meghan Malloy, Clemson University