An Examination of Urban, Minority Parents’ Perceptions of Barriers Faced in Being Involved in School-Based Events in Early Childhood Education

Mathis, Vernique Abstract This phenomenological qualitative study examined the barriers that parents in urban, minority communities faced when participating in campus-provided activities designed to enhance early childhood education. While parental involvement is widely recognized as a critical predictor of academic success, a significant disparity persisted between ideal involvement levels and actual participation rates in underserved urban settings. Guided by Bronfenbrenner’s Ecological Systems Theory, this research sought to understand the involvement paradox, a phenomenon where high levels of parental emotional and psychological investment coexisted with low physical presence at school events. Data was collected through semi-structured interviews with 10 participants from an urban early childhood campus in the southwestern United States. Using a six-phase thematic analysis process facilitated by NVivo software, the study identified five primary thematic clusters of barriers: Occupational Rigidity, Linguistic and Intergenerational Alienation, Institutional Information Gaps, Logistical and Transit Disconnection, and Competing Personal Obligations. The findings revealed that Occupational Rigidity was the most pervasive barrier, affecting 90% of the sample, as parents often traded physical presence at school for the financial stability of the family unit. Furthermore, 70% of participants experienced Linguistic and Intergenerational Alienation, perceiving the school as a space requiring a cultural or linguistic currency they did not feel they possessed. The study concluded that low participation was rarely a reflection of parental apathy but was instead a calculated response to formidable structural and systemic constraints. To bridge this gap, the research recommended a shift from traditional parental involvement models focused on headcounts toward a parental engagement framework. Practical applications included implementing a mandatory 14-day notification window for school events and developing asynchronous, digital pathways for participation to accommodate the socioeconomic realities of urban, minority families.

Grantor dc:publisher

Alverno College

Year dc:date

2026

Author dc:creator

• Mathis, Vernique

Statement dc:rights

• These materials may be used by individuals and libraries for personal use, research, teaching (including distribution to classes), or for any fair use as defined by U.S. Copyright Law.

Language dc:language

English

Repository record dc:identifier

https://alverno.omeka.net/items/show/1023

OAI identifier oai:identifier

oai:alverno.omeka.net:1023