A Preliminary Exploration of Parental Involvement of Black Students' Journey from P12 -Higher Education Retention & Degree Completion
Location
Helms Classroom #171
Session Format
Presentation
Abstract
In a time noted by increasingly diverse college populations, understanding the experiences and perspectives of first-generation college students (FGCS) has become dominant. Amongst the countless factors influencing their success, the role of parental involvement stands critical yet underexplored. (Sanders-Smith et. al., 2020) Black FGCS often navigate unfamiliar academic territory without the benefit of familial guidance deep-rooted in higher education experience. Therefore, an examination of their perceptions of parental involvement and its impact on retention and academic achievement through mixed-method research offers crucial insights (Jeynes, 2024). This approach aims not only to identify factors and variables that may illuminate the various dynamics shaping these students' journeys, but also to inform targeted interventions designed to foster their persistence and success within the higher education sector.
Keywords
First-generation college students, Parental involvement, Black, Academic success, and Academic retention.
Professional Bio
Vivlica Rodgers is an educator with ten years of experience working in the early childhood education sector. Currently, Vivlica works as a provider services coach at the Partnership for Children of Cumberland County, where she provides technical assistance and professional development to childcare facilities within Cumberland County. Growing up in a single-parent home with a supportive family, education was instilled in her and has been the driving force in ensuring all people have the right to equal education. Her passion is driven by connecting school and home, bridging the gap to improving academic success and retention of children from early education through higher education. She earned her undergraduate degree in Psychology and a Master's in Adult Education from North Carolina A&T State University. She is currently pursuing a Doctorate in Educational Leadership from Fayetteville State University.
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Recommended Citation
Rodgers, Vivlica V. and Moffett, Noran L., "A Preliminary Exploration of Parental Involvement of Black Students' Journey from P12 -Higher Education Retention & Degree Completion" (2026). Georgia Educational Research Association Conference. 51.
https://digitalcommons.georgiasouthern.edu/gera/2026/2026/51
A Preliminary Exploration of Parental Involvement of Black Students' Journey from P12 -Higher Education Retention & Degree Completion
Helms Classroom #171
In a time noted by increasingly diverse college populations, understanding the experiences and perspectives of first-generation college students (FGCS) has become dominant. Amongst the countless factors influencing their success, the role of parental involvement stands critical yet underexplored. (Sanders-Smith et. al., 2020) Black FGCS often navigate unfamiliar academic territory without the benefit of familial guidance deep-rooted in higher education experience. Therefore, an examination of their perceptions of parental involvement and its impact on retention and academic achievement through mixed-method research offers crucial insights (Jeynes, 2024). This approach aims not only to identify factors and variables that may illuminate the various dynamics shaping these students' journeys, but also to inform targeted interventions designed to foster their persistence and success within the higher education sector.
