Katherine Dunlap - Family Empowerment: One Outcome of Parental Participation in Cooperative Preschool Education

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CHILDREN OF POVERTY

STUDIES ON THE EFFECTS OF SINGLE PARENTHOOD, THE FEMINIZATION OF POVERTY, AND HOMELESSNESS

edited by

STUART BRUCHEY

ALLAN NEVINS PROFESSOR EMERITUS COLUMBIA UNIVERSITY

FAMILY EMPOWERMENT

ONE OUTCOME OF PARENTAL PARTICIPATION IN COOPERATIVE PRESCHOOL EDUCATION

___________________

KATHERINE M. DUNLAP

First published 2000 by Garland Publishing Inc.

Published 2018 by Routledge
2 Park Square, Milton Park, Abingdon, Oxon OX14 4RN
52 Vanderbilt Avenue, New York, NY 10017

First issued in paperback 2018

Routledge is an imprint of the Taylor & Francis Group, an informa business

Copyright 2000 by Katherine M. Dunlap

All rights reserved. No part of this book may be reprinted or reproduced or utilised in any form or by any electronic, mechanical, or other means, now known or hereafter invented, including photocopying and recording, or in any information storage or retrieval system, without permission in writing from the publishers.

Notice:
Product or corporate names may be trademarks or registered trademarks, and are used only for identification and explanation without intent to infringe.

Library of Congress Cataloging-in-Publication Data
Dunlap, Katherine M.

Family empowerment : one outcome of parental participation in cooperative preschool education / Katherine M. Dunlap
p. cm. (Children of poverty)

Includes bibliographical references and index.

ISBN 0-8153-3378-1 (alk. paper)

1. Education, PreschoolParent participationNorth Carolina Charlotte Case studies. 2. Socially handicapped childrenEducation North CarolinaCharlotte Case studies. I. Title. II. Series.
LB1140.35.P37D86 1999
372.21dc21 99-28531

ISBN 13: 978-1-138-96956-8 (pbk)
ISBN 13: 978-0-8153-3378-4 (hbk)

To my parents, Katherine and James Dunlap.

Contents

Part I: A History of Preschool Programs for Parents

Part II: Methodology of the Investigation

Part III: Findings, Conclusions, and Recommendations

If youve made up your mind

You can do anything,

You are absolutely right.

The human mind doesnt care what you plant --

Success or failure --

But it will return

what you plant.

A great pleasure in life

Is doing what

People say you cannot do.

Archie Allen

March 1993

This book evolved from a doctoral dissertation of the same title. As with any dissertation, many people contributed to the finished product. Without the guidance of the Reverand Dr. Charles A. Summers, pastor of Seigle Avenue Presbyterian Church, I would never have understood the power in empowerment. In 1989, Dr. Summers led a study of the McKnight article, Why servanthood is bad. As a social work educator, I squirmed as residents of the low-income housing project criticized the role of social work in their lives, but this dialogue taught me that community change is contingent on the empowerment of people.

I extend hearty thanks to the children, parents, staff, and volunteers of Seigle Avenue Preschool Cooperative. Now, in early 1999, the preschool is in its eleventh year of operation. Along with the educational programs of Seigle Avenue Presbyterian Church, the preschool has moved into a new facility called the Hope Building. This structure meets all criteria for licensing, and the preschool plans to extend its hours to accommodate parents who are working or enrolled in school. The parents program is still going strong under the leadership of a new parent coordinator who continues the tradition of empowering parents through training and support. In addition, Seigle Avenue Preschool has helped five new preschools develop similar, family-centered empowerment programs.

From the beginning, members of the preschool Board of Directors have been committed to providing quality education and to promoting opportunity for all families. They have developed tracking methods and sponsored research efforts which are unusual in a program of this size. Invariably, boards and staff have encouraged my efforts and implemented my suggestions. From the parents, I gained insight and wisdom. For reasons of confidentiality, I will not name them here, but they know who they arefor they taught me, among other things, to cook green beans and fry chicken Southern style.

My teachers at the Mandel School of Applied Social Sciences offered direction. Once my chair, Dr. Wallace J. Gingerich, realized that parental outcomes are as important as outcomes for children, he helped me capture the richness of these stories. Dr. Kathleen J. Farkas inspired me to speak in my own voice, and Dr. Pranab Chatterjee gave me a sense of history and the tools of qualitative research. Dr. Richard L. Edwards, dean of the Mandel School at that time, deserves a special mention; without his influence, the part-time doctoral program would not have existed.

At UNC Charlotte, Dr. Roslyn Mickelson introduced the theories of Pierre Bourdieu in a breakthrough moment. The librarians at UNC Charlotte procured material from across the country, expediting every request.

At the University of North Carolina at Chapel Hill, Dean John B. Turner believed in my potential and pushed me into doctoral studies. Dr. Gary L. Shaffer offered encouragement and practical advice. Dr. H. Carl Henley, Jr., confirmed my research methods, although he would have preferred a quantitative approach! His support was invaluable.

My fellow doctoral students provided a sounding board throughout the process. Dr. George Gottfried helped me refine the researchable question, and Dr. Kimberly Strom-Gottfried provided insight, direction, encouragement, a spare bedroom, and many recipes for fun and food.

My greatest debt is to my husband, George W. Bostian. He proofread every draft, and he suffered with me through seemingly insufferable Saturdays without relief from work. Throughout this process, he supported me at every step with persistent good humor. Without his unceasing love and encouragement, I could not have toldor livedthis story. His is the hand behind the voice.

Family Empowerment

CHAPTER 1
Introduction

Positive effects of preschool education on children have been well documented (Berrueta-Clement et al., 1984; Consortium for Longitudinal Studies, 1983, Deutsch, Jordan, & Deutsch, 1985; Lazar & Darlington, 1982). This study considers positive benefits for caregivers who participate in cooperative preschool education. Since not all caregivers are parents, the study includes grandparents who have custody of children, and kin with responsibility for kith.

HISTORICAL CONTEXT

Preschool education began in the United States during the middle of the twentieth century and flourished as the spearhead of the War on Poverty. The best-known program was Head Start, a national compensatory education project begun in 1965. However, many other disparate parent training programs also emerged. These were united by four assumptions: First, low-income families fail to prepare children for successful entry into school. Second, the early years constitute a critical period for cognitive growth. Third, negative family influences usually are not overcome by later schooling. Fourth, a diffusion effect transmits program gains to siblings.

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