Date Approved

4-20-2018

Embargo Period

4-24-2018

Document Type

Dissertation

Degree Name

EdD (Doctor of Education)

Department

Educational Services and Leadership

College

College of Education

Advisor

Wassell, Beth

Committee Member 1

Johnson, Ane Turner

Committee Member 2

Suh, Sora

Keywords

culturally diverse members, definition of family involvement, family involvement, family involvement groups, high school, teacher role

Subject(s)

Home and school

Disciplines

Secondary Education

Abstract

The purpose of this qualitative case study was to examine, through a social capital and funds of knowledge lens, how educators view and promote involvement within the context of a school's Parent and Teacher Organization (PAT). The study was conducted in one large suburban high school and consisted of twenty (N = 20) participants who were responsible for promoting involvement. Data was collected in the form of archival documents, participant interviews, and field notes from observations which produced clear patterns around the topic of family involvement. The findings of this study indicated that participants made distinctions between elementary/middle school involvement and high school involvement, that teachers had difficulty explaining their role in the school community's PAT, and that participants did not create activities to promote involvement for culturally diverse members of the school's community.

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