Coming Full Circle: A Phenomenological and Hermeneutic Study of the Perceptions of African-American Parents on the Decision to Homeschool Their Children
Open AccessAbstract of DissertationComing Full Circle: A and Phenomenological Hermeneutic Study of the Perceptions of African-American Parents on the Decision to Homeschool Their ChildrenThis study explores the perceptions of African-American parents on the decision to homeschool their children. The primary research question of this study was, “What are the primary motivating factors that supported the decision of African-American parents to homeschool their children?” This study also sought to explore the perceptions of African-American parents on the decision to homeschool their children with special needs. The literature supports the argument that most homeschooling research has focused upon the general homeschooling population with little emphasis on the subgroups that exist within this generality. More research is needed on the perceptions of African-American homeschoolers and whether or not those perceptions mirror those reported in the research on the general homeschooling population. This study examines the perceptions of 15 African-American parents who are currently homeschooling at least one child and/or one child with special needs. This study compiled data collected through a 15-question survey and one-on-one interviews and used Critical Race Theory, Intersectionality Theory, and the Epstein Parental Involvement Model to analyze the data collected. Study findings indicated that African-American homeschooling parents’ motivation for their decision to homeschool differed from those of the general homeschooling population as they had been influenced by factors such as: adverse public school experiences, experiences with their race and or racism, and their faith/religion. In addition, the study found that the African-American homeschooling parents based their decision to homeschool their special needs children on the inadequacies of public school special education services. With these findings in mind, the researcher provided recommendations for administrators and policymakers regarding educational practices and policy and future research opportunities for African-American students in public schools.
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