Parent and Guardian Perceptions of the Build Our Kids Success Program
Open Access DepositedParent and Guardian Perceptions of the Build Our Kids Success Program This study utilized a basic interpretive design to explore the experiences of parents/guardians who enrolled their children in the Build Our Kids for Success Program (BOKS) and autoethnography to explore the experiences of the researcher while implementing the BOKS program. In-depth interviews were conducted with 15 individuals representing 13 families. The participants were parents/guardians of elementary school–aged students with or at risk for high incidence disabilities. These participants were living in Wards 7 or 8 in Washington, DC and enrolled in the BOKS programs within the last 4 years. The study explored how parents or guardians of elementary school–aged children with or at risk for high incidence disabilities perceive the benefits and challenges for their children enrolled in the BOKS program. Parents/guardians provided insight on their perspective of extracurricular activities and the BOKS program. Through interviews participants were able to provide a narrative about their experiences. Responses from the parents/guardians provided insight on how parents or guardians of elementary school–aged students with or at risk for high incidence disabilities make meaning of their decision-making processes to enroll their children in the BOKS program. Comparative analysis of the data resulted in five interrelated themes that participants identified as their reasoning to enroll and re-enroll into the BOKS program: the program has no cost—“I Would Pay for It If I Had To”; BOKS Encourages Positive Behaviors; BOKS Provides Structure: “The Rest of His Days Seem to Run Smoother; It Also Offers More Structure”; BOKS Is a Supportive Environment for Students with Disabilities: “I Think BOKS Is “Disability Approved”; BOKS Engages Families: “I Like the Family Aspect of It and Participating Together.” When recounting the experiences of the researcher using autoethnography, four themes emerged: Scheduling/Setting, Adaptability/Community- Based Program, Student and Family Engagement, “In a Good Light”: A Place to Shine. Findings are revealed and discussed. Recommendations for practice, policy, and future research are provided.
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Thompson_gwu_0075A_16719.pdf | 2024-10-02 | Open Access |
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