Date of Conferral
2021
Degree
Ph.D.
School
Education
Advisor
Grace Lappin
Abstract
Research indicates family engagement yields positive outcomes for children. However, data indicate that educators struggle to engage families. Current evaluation methods assess the number of family services offered and not how families are engaged. It is not known how the Head Start program staff fully engages families. The purpose of this basic qualitative study was to investigate how to fully engage families in Head Start programs as perceived by staff. Bronfenbrenner’s ecological systems theory and the complexity theory comprised the conceptual framework. The research question explored perspectives of Head Start staff about how to fully engage families. Selection criteria for participants required a minimum of one year of Head Start experience. Four teachers, four family service workers, and two curriculum specialists participated in semistructured virtual interviews. Data were analyzed with NVivo to identify 5 themes: Family engagement, process of engaging families, engagement activities, barriers, and successful engagement. Six barriers to engagement emerged: COVID-19, lack of trust, pride, home environment, parents with multiple children, and administrative paperwork. Two sub themes, communication and child and family relationship building emerged from the barriers. This study contributes to positive social change by helping families understand work program staff ‘s desire to assist families and inform educators on the need to transition from an academically focused approach to a whole child approach that engages their families.
Recommended Citation
Reid, Taylor Lashay, "Head Start Program Staff Perspectives on Fully Engaging Families" (2021). Walden Dissertations and Doctoral Studies. 11459.
https://scholarworks.waldenu.edu/dissertations/11459
