Black parents’ perceptions of involvement in their children’s schooling during middle childhood within the U.S. Virgin Islands

Abstract

The purpose of this qualitative study was to phenomenologically explore Black parents’ perceptions of involvement in their children’s schooling within middle childhood in the U.S. Virgin Islands. Billingsley’s Black family model was used to guide this study. The two research questions were (1) How do Black parents with children in middle childhood in the U.S. Virgin Islands perceive involvement in their children’s schooling? and, (2) What ways have the experience of Hurricane Irma and/or Hurricane Maria influenced involvement in children’s schooling among parents of children in middle childhood within the U.S. Virgin Islands?

Ten Black parents were interviewed using a semi-structured meeting guide. Interviews were audiotaped, transcribed verbatim, and analyzed to determine themes. For the first research question, the data yielded one major theme: parents take an active role in their children’s schooling. This theme had three sub-themes: helping with homework, attending school events, and volunteering at the school. For the second research question, the data yielded three major themes: parent involvement was focused on their children’s academic learning, their child’s social needs, and their child’s family’s basic needs. The results of the study were compared to existing literature and conclusions were drawn. Study strengths and limitations and recommendations for future research and for policy and practice are also presented.