Date of Conferral

9-18-2025

Degree

Ph.D.

School

Psychology

Advisor

Carolyn King

Abstract

Supporting their children’s academic activities while navigating the socioeconomic norms of the new system continues to be a significant challenge for most immigrant parents in urban areas of the United States. However, there is inadequate literature on the parenting behaviors used by Nigerian immigrant parents to support their children’s academic achievement. The purpose of this qualitative study was to understand how Nigerian immigrant mothers describe the parenting styles that support their children’s academic achievement. The theoretical framework for this study was Bandura’s (1977) social cognitive theory and Baumrind’s (1966) theory of parenting styles. For this basic qualitative study, the population consisted of eight Nigerian immigrant mothers who met the inclusion criteria. Data were collected from participants using semi-structured interviews with open-ended questions. Collected data were transcribed, coded, and analyzed using thematic analysis. The analysis yielded five themes: (a) nurturing achievement through active parental engagement; (b) integrating cultural value and educational achievement; (c) fostering achievement through guidance and high standards; (d) parental adaptation and sacrifice; (e) adaptive disciplinary and parenting approach. This study has the potential to contribute to positive social change by projecting a distinctive parenting approach used by Nigerian immigrant mothers in supporting their children academically, providing insight into the cultural context of education. Schools and educational communities can foster initiatives that promote active parental engagement and cultural responsiveness in strengthening school-home relationships.

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