Date of Award

Spring 5-17-2025

Document Type

Dissertation

Degree Name

Doctor of Philosophy

Major

Educational Studies

First Advisor

Gail Cahill

Second Advisor

Carolyn Hopp

Third Advisor

Paul Naso

Abstract

Cultural beliefs of disabilities and education can impact parents’ perspectives of special education. There are pertinent concerns over the cultural factors shaping the perspectives of Afro-Caribbean parents on the American special education system. This qualitative case study explored the perceptions of six parents of children with special needs who identify as Afro-Caribbean living in Massachusetts. Applying a theoretical/conceptual framework that includes acculturation, assimilation, social identity, and school family partnership, this study reveals challenges Afro-Caribbean parents and their children encounter in the U.S. special education system. The analysis of the data yielded seven findings. The findings detail parents’ negotiations of their roles, participation, and views of the special education system include: (a) ethos attaching enduring hardships to education influenced the participants; (b) prior challenges experienced by parents increase the value of education; (c) parents lacked procedural knowledge of special education processes; (d) parents have a holistic approach towards their children’s education; (e) parents contended with the consequences of schools not implementing intentional and uniform culturally sensitive practices; (f) power differential interferes with parents’ engagement and participation in special education processes; and (g) parents were ambivalent towards their children’s inclusion in special education. These results highlight the voices of parents from the Afro-Caribbean region and can assist stakeholders in creating more inclusive and equitable policies and practices in special education.

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