Educational Needs Assessment for African Americans with Homeschooled Children

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Rhyne Byrd, K. (2021). Educational Needs Assessment for African Americans with Homeschooled Children. Unc Charlotte Electronic Theses And Dissertations.
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Abstract

Trends in homeschooling show that enrollment for K-12 students is on the rise, particularly with African American families. For families choosing to homeschool their children, there is greater flexibility and range of choice in curriculum programs and instructional practices. Data from this Phenomenological case study was collected using interviews and surveys in an effort to understand and identify the educational needs of African American families who homeschool their children. Using interviews, this study explored the homeschooling needs and experiences of African American families through shared experiences. This study also analyzed the need to include Afrocentric and multicultural teachings as part of a homeschool curriculum. By using constant comparative to analyze the data, the researcher was able to and identify trends across the homeschool experience for African Americans and define five major themes: 1) Accessibility and Availability of Resources, 2) Homeschool Setting and Structure, 3) Instructional Support, 4) Working Parents and Homeschooling, and 5) Cultural Representation in Education. Two minor themes emerged as well: 1) Problem Based Learning and 2) Socialization outside of the Home. The results of this study are crucial to the development and implementation of curriculum, the use of instructional practices, and the access and availability of educational resources within a homeschool setting. Keywords: homeschool, African American, curriculum, Afrocentricity

Details
Author

Rhyne Byrd, Kelly

Title

Educational Needs Assessment for African Americans with Homeschooled Children

Physical Description

1 online resource (132 pages) : PDF

Date

2021

Degree Granting Institution

University of North Carolina at Charlotte

Abstract

Trends in homeschooling show that enrollment for K-12 students is on the rise, particularly with African American families. For families choosing to homeschool their children, there is greater flexibility and range of choice in curriculum programs and instructional practices. Data from this Phenomenological case study was collected using interviews and surveys in an effort to understand and identify the educational needs of African American families who homeschool their children. Using interviews, this study explored the homeschooling needs and experiences of African American families through shared experiences. This study also analyzed the need to include Afrocentric and multicultural teachings as part of a homeschool curriculum. By using constant comparative to analyze the data, the researcher was able to and identify trends across the homeschool experience for African Americans and define five major themes: 1) Accessibility and Availability of Resources, 2) Homeschool Setting and Structure, 3) Instructional Support, 4) Working Parents and Homeschooling, and 5) Cultural Representation in Education. Two minor themes emerged as well: 1) Problem Based Learning and 2) Socialization outside of the Home. The results of this study are crucial to the development and implementation of curriculum, the use of instructional practices, and the access and availability of educational resources within a homeschool setting. Keywords: homeschool, African American, curriculum, Afrocentricity

Genre

doctoral dissertations

Subjects--Topics

Education

Degree

Ph.D.

Keywords

African American
Afrocentricty
Curriculum
Homeschool

Subject Area

Curriculum & Instruction

Advisor(s)

Wiggan, Greg

Committee Members

Campbell-Whatley, Gloria
O'Brien, Christopher
Wilson, Dale-Marie

Degree Note

Thesis (Ph.D.)--University of North Carolina at Charlotte, 2021.

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Rights Holder Information

Copyright is held by the author unless otherwise indicated.

Identifier

RhyneByrd_uncc_0694D_12712

Permalink

http://hdl.handle.net/20.500.13093/etd:2074