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African American Parents With Children With Disabilities: Gathering Home–School Reflections by Regina R. Brandon; Kyle Higgins; Vita L. Jones; Nicole Dobbins is a Social Sciences article available to read on EtoBox.

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Research indicates that parental interest and involvement in their child's education can improve the quality of instruction, instill a respect for learning, and inspire students and teachers to excel (Sheldon, 2002; Thompson, 2003a). Involved parents simply make the educational system better. However, in today's world, parents work long hours, may have more than one job, or have a variety of responsibilities that limit their time. This results in parents who report feeling stressed and alienated from their child's school and teachers (Brandon, 2007;Hsiao, 2018;Hsiao et al., 2017). Educators often perceive this as a lack of interest, resulting in parents being criticized for their nonparticipation or limited participation in the school environment (Deslandes et al., 2016;Kalyanpur & Harry, 2012). This recursive cycle (e.g., stress, alienation, criticism) can be magnified when a child has a disability (Turnbull et al., 2015). Although national data indicate that all parents with a child in school experience stress (Gallup-Healthways Well-Being Index, 2019), there is concern that this stress has a greater impact on parents of children with disabilities over time, resulting in less par

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Author

Regina R. Brandon; Kyle Higgins; Vita L. Jones; Nicole Dobbins

Publisher

SAGE Publications

Published

2021

Language

EN

Field

Social Sciences