Date of Award
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.
Doctor of Education (EdD)
Division of Education and Counseling
Bethal Cager Ph.D.
Leslie Has Ed.D
David Robinson-Morris Ph.D.
parent empowerment, charter schools, Black parents, public schools
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).
Moliere, Nicole, "Emancipation: Centering Black Parent Voices in the New Orleans Charter School Experiment" (2023). Electronic Thesis and Dissertation. 98.