Date of Award

12-11-2025

Degree Type

Dissertation

Degree Name

Doctorate of Education (Ed.D.)

Department

Educational Leadership

First Advisor

Soala Dede

Abstract

This qualitative study examined how socioeconomic status influences the level and nature of parent engagement during the early learning years, defined as birth to age 5. Grounded in the Head Start Parent, Family, and Community Engagement (PFCE) framework, it explored how income and education disparities shape opportunities, barriers, and perceptions of engagement among families enrolled in early learning programs in Middle Tennessee. Using a grounded theory approach, data were collected through demographic surveys, one-on-one interviews, and focus groups with parents representing diverse socioeconomic backgrounds. Findings revealed that while all parents valued engagement as vital to their child’s development, socioeconomic conditions shaped the consistency and form of engagement. Lower-income parents demonstrated commitment and resilience but faced barriers such as inflexible work schedules, limited childcare, and inconsistent communication. Higher-income families reported greater flexibility, access to developmental information, and confidence navigating educational systems. Across groups, communication, relational trust, and collaboration with educators emerged as essential to meaningful engagement. This study contributes to existing literature by extending the PFCE framework within a socioeconomic context and framing engagement as a relational and systemic process rather than an individual act. Implications for practice emphasize equity-driven strategies that create flexible engagement opportunities, strengthen two-way communication, and prepare educators to recognize and address structural barriers. Future research should include longitudinal studies, educator perspectives, and intersectional analyses of race, culture, and socioeconomic status to deepen understanding of family engagement in early childhood.

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