Empowering parents in the college planning process: An action inquiry case study
Document Type
Article
Publication Title
Journal of Education for Students Placed At Risk
ISSN
1082-4669
Volume
20
Issue
1--2
DOI
10.1080/10824669.2014.984035
First Page
101
Last Page
119
Publication Date
1-1-2015
Abstract
Involving parents in the college-planning process is essential to increasing access for students from low-income communities of color. Using the action inquiry model, we explore how collaboration between a school district and a university can empower parents to engage in meaningful conversations and planning related to college access. This qualitative case study draws from 3 years of data gathered from the development and implementation of a college-access program designed for underperforming middle and high school students who would be first-generation college students. Our findings suggest that parents want access to specific information, desire a deeper connection with other parents going through the process, and lack proper knowledge to feel empowered to lead discussions with their children.
Recommended Citation
Hallett, R. E.,
&
Griffen, J. M.
(2015).
Empowering parents in the college planning process: An action inquiry case study.
Journal of Education for Students Placed At Risk, 20(1--2), 101–119.
DOI: 10.1080/10824669.2014.984035
https://scholarlycommons.pacific.edu/ed-facarticles/2
