Prioritizing Belonging for PK-12 Families on Financial Assistance in Private Schools

Author

Deana ClappFollow

Degree Date

5-4-2024

Document Type

Dissertation

Degree Name

Doctor of Education

Department

Education

First Advisor

Dr. Oluwatoyin Akinde Fakuajo

Second Advisor

Dr. Theresa Thao-Yang

Third Advisor

Dr. Sara Kellogg

Abstract

This dissertation examined the experiences of 10 families of students in PK-12 private schools leveraging financial assistance (FA) to afford tuition and seven school FA staff who worked with families. Current literature is prominent in higher education but scant in the PK-12 milieu. Moreover, qualitative studies examining student experience in higher education have only recently begun unfolding. Drawing from a qualitative phenomenological study with an interpretivist, critical approach, this study discloses school belonging and marginalization sentiments vis a vis the power of school practices and policies to shape student and family experience. This study shares the vulnerability of private PK-12 families navigating tuition and extra fees that are vital to their student's full participation in their school experience. This dissertation advances three themes: 1) fostering a climate of belonging should include policies and practices for financial assistance; 2) school leadership can strengthen bonds between the school and students of lower socioeconomic backgrounds by understanding the costs of attendance and aligning them to their mission; and 3) families feel most supported when policies are clear, proactively communicated, and see the school staff as advocates.

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