Date of Graduation

5-2025

Document Type

Dissertation

Degree Name

Doctor of Education in Educational Leadership (EdD)

Degree Level

Graduate

Department

Curriculum and Instruction

Advisor/Mentor

Brady, Kevin P.

Committee Member

Lasater, Kara A.

Second Committee Member

Zito, Mark F.

Keywords

Asian Indian; Education; Educational Leadership; Elementary Education; English as a Second Language; First Generation Immigrants

Abstract

This phenomenological qualitative study aimed to explore how Asian Indian parents at East Ridge Elementary School perceived student success. The research sought to understand their experiences, their views on student success, and the factors they perceived as supports or barriers to achieving that success. Interviews with 14 Asian Indian families revealed four major themes: Positive School Experiences, Academic Programming, Holistic View of Education, and Parental Engagement. While communication emerged as a central element, it was not categorized as a theme but rather as a supporting factor. The study found that parents expressed satisfaction with the school’s cultural inclusivity and sense of community, though they identified areas for improvement in academic programming, particularly in curriculum clarity and opportunities for parental engagement. A secondary objective of the study was to explore differences among families with children receiving English Language services. The findings indicated that although academic success was a common priority, families in this subgroup faced distinct challenges, particularly related to language acquisition. Based on these findings, several practical recommendations were made, such as improving communication about the curriculum, expanding extracurricular opportunities, and strengthening parental involvement. The study also highlighted the importance of measuring student success beyond traditional academic assessments and suggested avenues for future research on effective communication strategies and cultural integration efforts. These recommendations have the potential to strengthen school-family partnerships and improve the educational experience for Asian Indian students and their families.

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