Date of Conferral

2022

Degree

Ph.D.

School

Education

Advisor

Chue Vang

Abstract

The problem of this study was the achievement gap that exists between Black and White children prior to kindergarten entrance. As children continue in school this gap grows substantially; therefore, it was important to understand perspectives of stakeholders regarding this gap. The purpose of this study was to explore perspectives of parents of Black Head Start graduates regarding the Black-White achievement gap, and how those perspectives shaped parents’ actions in promoting their children’s kindergarten readiness. The conceptual framework for this study was based on Bronfenbrenner’s ecological theory. The research questions focused on parents’ perspectives and how they believed those perspectives shaped their actions in promoting their children’s kindergarten readiness. A basic qualitative design was used to capture the insights of 15 purposefully selected parents of Black children who attended Head Start for at least one full year through semi structured interviews. Themes were identified through open coding and analyzed using thematic analysis. The trustworthiness of the study was established through member checking, rich and detailed descriptions, and researcher reflexivity. The findings revealed that parents disapproved of the Black-White Achievement Gap (BWAG) and perceived it as unfair. Parents also felt compelled to focus on various skills that they felt were significant to ensure kindergarten success. This study has implications for positive social change by increasing understanding of perspectives of parents of Black Head Start students regarding the Black-White achievement gap and how those perspectives shaped their actions in preparing children for kindergarten success.

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