{"id":{"repo_id":"twu","oai_identifier":"oai:twu-ir.tdl.org:11274/15965"},"canonical_url":"https://search.dev.ndltd.org/etd/twu/oai:twu-ir.tdl.org:11274/15965","repository":{"repo_id":"twu","name":"Texas Woman's University","base_url":"https://twu-ir.tdl.org/server/oai/request"},"display":{"title":"Parenting values, skills, practices, and education preferences of black parents and extended family members","abstract":"This qualitative study examined via focus groups and interviews, parenting values, skills, practices, and methodology of parenting education preferences of Black families in North Central Texas (Dallas area). A total of 38 parents (kin and non-kin extended family members) participated in 4 focus group sessions. Five focus groups participants participated in follow-up interviews. Participants were recruited through referrals and personal invitations from a Dallas area church, child-care center, and community-based recreation center. Focus group discussions were conducted to generate information using 31 open-ended and direct questions on parenting values, skills, practices, and preferred parent education methodology. Interviews were conducted to probe previous answers given in the focus group sessions. A 7-item quantitative survey was administered to gather family demographic information. Discussion sessions and interviews were audio-taped and transcribed. Findings addressed the common themes and patterns reflecting parenting values, skills, practices, and parent education methodology preferences. Findings indicated (a) that Black families have a strong commitment to parenting; (b) that Black families have a strong sense of parental responsibility; (c) Black families are supported by extended family members, and influenced by religiosity, family, and friends; and (d) that Black families socialize their children to live in dual environments (i.e., Black and White). Findings also revealed specific parenting education preferences.","abstract_html":"This qualitative study examined via focus groups and interviews, parenting values, skills, practices, and methodology of parenting education preferences of Black families in North Central Texas (Dallas area). A total of 38 parents (kin and non-kin extended family members) participated in 4 focus group sessions. Five focus groups participants participated in follow-up interviews. Participants were recruited through referrals and personal invitations from a Dallas area church, child-care center, and community-based recreation center. Focus group discussions were conducted to generate information using 31 open-ended and direct questions on parenting values, skills, practices, and preferred parent education methodology. Interviews were conducted to probe previous answers given in the focus group sessions. A 7-item quantitative survey was administered to gather family demographic information. Discussion sessions and interviews were audio-taped and transcribed. Findings addressed the common themes and patterns reflecting parenting values, skills, practices, and parent education methodology preferences. Findings indicated (a) that Black families have a strong commitment to parenting; (b) that Black families have a strong sense of parental responsibility; (c) Black families are supported by extended family members, and influenced by religiosity, family, and friends; and (d) that Black families socialize their children to live in dual environments (i.e., Black and White). Findings also revealed specific parenting education preferences.","abstract_has_math":false,"creators":["Armstrong, Joyce"],"institution":"Texas Woman's University","degree_name":"Doctor of Philosophy","degree_level":"Doctoral","degree_discipline":"Family Studies","degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":["Chenoweth, Lillian"],"committee_members":["Hildreth, Gladys","Martin, Jennifer"],"year":1995,"date_issued":"1995-12","date_published":"1995-12","updated_at":"2026-07-24T05:05:07Z","subjects":["Parenting skills","Ethnic studies","Black families"],"languages":["en_US"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://hdl.handle.net/11274/15965","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.committeechair","label":"Committee Chair","values":["Chenoweth, Lillian"]},{"key":"dc:contributor.committeemember","label":"Committee Member","values":["Hildreth, Gladys","Martin, Jennifer"]},{"key":"dc:creator","label":"Author","values":["Armstrong, Joyce"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2024-04-17T14:22:39Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2024-04-17T14:22:39Z"]},{"key":"dc:date.issued","label":"Date","values":["1995-12"]},{"key":"dc:type","label":"Dc Type","values":["Dissertation"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Family Studies"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Doctoral"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Philosophy"]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["Texas Woman's University"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Parenting skills","Ethnic studies","Black families"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["en_US"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://hdl.handle.net/11274/15965"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This qualitative study examined via focus groups and interviews, parenting values, skills, practices, and methodology of parenting education preferences of Black families in North Central Texas (Dallas area). A total of 38 parents (kin and non-kin extended family members) participated in 4 focus group sessions. Five focus groups participants participated in follow-up interviews. Participants were recruited through referrals and personal invitations from a Dallas area church, child-care center, and community-based recreation center. Focus group discussions were conducted to generate information using 31 open-ended and direct questions on parenting values, skills, practices, and preferred parent education methodology. Interviews were conducted to probe previous answers given in the focus group sessions. A 7-item quantitative survey was administered to gather family demographic information. Discussion sessions and interviews were audio-taped and transcribed. Findings addressed the common themes and patterns reflecting parenting values, skills, practices, and parent education methodology preferences. Findings indicated (a) that Black families have a strong commitment to parenting; (b) that Black families have a strong sense of parental responsibility; (c) Black families are supported by extended family members, and influenced by religiosity, family, and friends; and (d) that Black families socialize their children to live in dual environments (i.e., Black and White). Findings also revealed specific parenting education preferences."]},{"key":"dc:title","label":"Title","values":["Parenting values, skills, practices, and education preferences of black parents and extended family members"]}]}],"canonical_facts":{"dc:contributor.committeechair":["Chenoweth, Lillian"],"dc:contributor.committeemember":["Hildreth, Gladys","Martin, Jennifer"],"dc:creator":["Armstrong, Joyce"],"dc:date.accessioned":["2024-04-17T14:22:39Z"],"dc:date.available":["2024-04-17T14:22:39Z"],"dc:date.issued":["1995-12"],"dc:description.abstract":["This qualitative study examined via focus groups and interviews, parenting values, skills, practices, and methodology of parenting education preferences of Black families in North Central Texas (Dallas area). A total of 38 parents (kin and non-kin extended family members) participated in 4 focus group sessions. Five focus groups participants participated in follow-up interviews. Participants were recruited through referrals and personal invitations from a Dallas area church, child-care center, and community-based recreation center. Focus group discussions were conducted to generate information using 31 open-ended and direct questions on parenting values, skills, practices, and preferred parent education methodology. Interviews were conducted to probe previous answers given in the focus group sessions. A 7-item quantitative survey was administered to gather family demographic information. Discussion sessions and interviews were audio-taped and transcribed. Findings addressed the common themes and patterns reflecting parenting values, skills, practices, and parent education methodology preferences. Findings indicated (a) that Black families have a strong commitment to parenting; (b) that Black families have a strong sense of parental responsibility; (c) Black families are supported by extended family members, and influenced by religiosity, family, and friends; and (d) that Black families socialize their children to live in dual environments (i.e., Black and White). Findings also revealed specific parenting education preferences."],"dc:identifier.uri":["https://hdl.handle.net/11274/15965"],"dc:language.iso":["en_US"],"dc:subject":["Parenting skills","Ethnic studies","Black families"],"dc:title":["Parenting values, skills, practices, and education preferences of black parents and extended family members"],"dc:type":["Dissertation"],"thesis:degree_discipline":["Family Studies"],"thesis:degree_level":["Doctoral"],"thesis:degree_name":["Doctor of Philosophy"],"thesis:institution_name":["Texas Woman's University"]},"updated_at":"2026-07-24T05:05:07Z"}