Date of Conferral

2021

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Donna M. Brackin

Abstract

The problem is that there is a significantly lower percentage of Migrant and Seasonal Head Start (MSHS) families (2%) volunteering in Head Start (HS) programs where 75% of volunteers are former or current HS families. The purpose of this qualitative case study was to explore how the local MSHS program incorporates family engagement through home and school experiences by examining how migrant family participants and teaching staff define family engagement, the role family engagement has on parent-teacher relationships, and how families enrolled in the local MSHS program are influenced by family engagement. The conceptual framework was culturally responsive teaching/practice. This qualitative case study involved examining how participants defined family engagement, the role family engagement has on parent-teacher relationships, and the influence on families enrolled in the MSHS program. Data were collected by using the Mathematica Policy Research (MPR) interview tool. The MPR coding scheme tool was used to analyze data. Participants identified family engagement as working collaboratively to promote learning at home and school, consistently communicating through a culturally responsive lens, and culturally respectful relationships as motivating them to engage in the program and having a positive influence. Even though the problem of the significantly lower number of MSHS families volunteering compared to HS families was not evident in this program, the Office of HS Program Information Reports (PIR) continue to reflect this problem throughout the state. Implications for positive social change include increasing family engagement in early childhood programs serving diverse populations and increasing academic success by engaging in the program.

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