Black parental and primary guardian attitudes toward their involvement in desegregation Public Deposited

http://ir.library.oregonstate.edu/concern/graduate_thesis_or_dissertations/tb09j845h

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  • School districts and educational policymakers need current information on Black parental and primary guardian responses toward the issue of desegregation. This research focused primarily on the attitudes of Black parents and primary guardians toward their involvement in elementary desegregated schools. The study attempted to determine if: (1) Educational background has a significant influence on Black parental and primary guardian attitudes toward involvement in desegregation. (2) Age has a significant influence on Black parental and primary guardian attitudes toward involvement in desegregation. (3) Occupation has a significant influence on Black parental and primary guardian attitudes toward involvement in desegregation. A questionnaire was developed and validated by a panel of judges. The final questionnaire contained twenty-four items, with a five point Likert scale to determine attitudes toward involvement in elementary desegregated schools. Questionnaire items were read aloud in church settings to a random sample of eighty-eight Black parents and primary guardians. A one-way analysis of variance was applied for hypotheses testing. Tukey's test was used where appropriate. Since the analysis of variance revealed no significant differences at the p < .05 level of significance for the variables of Age, Education and Occupational status, the null hypotheses could not be rejected. The following major findings were noted: forty-nine percent of respondants expressed dissatisfaction with their current level of involvement in school desegregation. Additional concerns were observed regarding Black parental and primary guardian attitudes toward issues related to Management and Control and Cross-Cultural relationships in desegregated elementary schools. Based on the findings of the study, it was recommended that strategies to involve Black parents and primary guardians become integrated in future inservice training workshops. In addition, teachers, administrators, and community workers should seek parental input through yearly survey activities, with generated concerns used as a framework for the development of current methods in which Black parents and primary guardians may become more active participants in elementary desegregated schools.
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