A Basic Qualitative Study Exploring the Literacy Perceptions of Parents from Minority Populations

Abstract

Within minority communities, assessment data has documented a consistent struggle with literacy skills and academic achievement. The problem is that despite repeated measures to improve literacy rates, many students from minority populations in the United States still struggle to read and write, which can negatively impact their academic progress and future success. The purpose of this basic qualitative study was to explore the literacy perceptions of parents from minority populations. Although studies have explored the literacy disparities among minority groups, few have focused on the home learning environment as perceived by parents or guardians. Clay’s literacy processing theory and Bandura’s social learning theory provided the framework for this study. From an estimated population of 4,000, fifteen parents from South Florida participated in the study. Three research questions delved into the literacy perceptions of parents from minority populations beginning with (1) their definition of literacy, (2) their role in supporting literacy, and (3) their view on literacy in relation to academic success. Data was collected through interview sessions and a questionnaire; transcripts were coded to interpret the data and identify recurring themes. Through a thematic analysis, findings and results suggest that parents define literacy as the ability to read; they perceive a joint role in building literacy skills and believe literacy is the foundational skill for academic success. With these findings, school districts and curriculum developers should consider providing parents with training and bilingual resources that explicitly define and exemplify literacy practices. Stakeholders should collaborate to rectify the literacy disparities among students within minority populations.