Date of Award
5-2023
Document Type
Dissertation
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.
Degree Name
Doctor of Education (EdD)
Department
Division of Education and Counseling
First Advisor
Bethal Cager Ph.D.
Second Advisor
Leslie Has Ed.D
Third Advisor
David Robinson-Morris Ph.D.
Keywords
parent empowerment, charter schools, Black parents, public schools
Abstract
This phenomenological study explored Louisiana legislative charter school policies and the extent to which those policies empowered Black public-school parents in the New Orleans charter school experiment (NOCSE). Parent empowerment, the sharing of power with parents, has been a missing component both in scholarly literature and in charter school policy and implementation (Ferlazzo, 2011; Hsiao et al., 2018, Murray et al., 2013). Using semi structured interviews, the results of this study yielded three themes related to Black parent empowerment (BPE) and the public-school struggles Black parents face in an all-charter district. Based on the research findings, this study revealed that Black public-school parents strive to be active advocates and actors, rather than passive recipients of decisions made by teachers, administrators, schools, and school systems (Connor & Cavendish, 2018).
Recommended Citation
Moliere, Nicole, "Emancipation: Centering Black Parent Voices in the New Orleans Charter School Experiment" (2023). Electronic Thesis and Dissertation. 98.
https://digitalcommons.xula.edu/etd/98