Date of Conferral

9-26-2025

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Grace Lappin

Abstract

The problem addressed in this study is that caregivers of children with incarcerated parents inconsistently implement the mandated educational goals developed through the Head Start program. Grounded in Bowen’s family systems theory, the purpose of this qualitative case study was to explore caregiver’s perspectives on implementing Head Start Educational goals for children of incarcerated parents and their views on the resources or training needed to support these goals. For this case study, 12 former caregivers from a Head Start program in a women’s correctional facility in Oregon were interviewed. Data were collected through semistructured interviews and analyzed thematically with the following themes emerging: Caregivers faced emotional strain, transportation barriers, limited involvement in goal-setting, and insufficient support services. Despite these obstacles, caregivers expressed a deep commitment to supporting the children’s development and a desire for clearer guidance and more accessible resources. The implications for positive social change are for Head Start teachers and administrators to enhance caregiver support systems by improving communication, offering targeted training, and facilitating collaboration across caregiving and institutional boundaries. Strengthening these partnerships may improve goal implementation and educational outcomes for children of incarcerated parents.

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