Date of Award


Document Type


Degree Name

Doctorate of Education, Ed.D.


College of Education



First Advisor

Brandy Kamm, Ph.D.

Second Advisor

Patricia Shopland, Ed.D.

Third Advisor

Michael Hollis, Ph.D.


This qualitative participatory action research study analyzed the perceptions and experiences of parents regarding the effectiveness of their involvement in parental workshops along with their perceptions of their engagement in parent involvement activities and their impact on student behavior and academic achievement. The study took place in a local church. The targeted population was low socioeconomic status (SES) and African American parents. Twenty parents with children attending grades K-12 participated in the study. The results of the study paralleled with the review of literature, in researchers suggested that there is a lack of opportunities for parent involvement among low SES and minority parents. They also suggested that low SES and minority parents are eager to become involved when given the opportunity. The study’s findings revealed similarities and themes among parents regarding their perceptions of their involvement in parent involvement workshops and activities and the impact their involvement had on student achievement and behavior. This study confirmed the need for workshops and similar programs to provide parents with a comfortable environment in which to obtain skills they need and address relevant topics. Interviews revealed that parents felt that the workshops provided them with the tools and skills they needed to help their children succeed academically and behaviorally. These findings revealed that parent involvement workshops are indeed a feasible method of increasing parent involvement and positively impacting student achievement and behavior. In addition, the study provided recommendations for future research.

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