African American Blended Parent Strategies’ and the Influence on Children’s School Performance

AbstractDue to increasing divorce rates, the number of Americans living in blended family households have increased over the decades. Studies have revealed that some school-aged children who experience family structural changes due to blending families may experience stress that negatively affects their school performance. The purpose of this study was to determine what strategies African American parents in blended family units used to lessen the impact of family structure change on their school-aged children’s school performance. Bowen’s family system’s theory was used to guide this research. A generic qualitative design was used to obtain data from eight participants residing in a blended family household. Data were collected through semi-structured interviews with stepparents/biological parents. An inductive approach using Colaizzi’s seven step method was used to analyze the data. Emerging themes were determined through thematic content analysis. Participants reported using strategies such as open communication with children and teachers, attending parent teacher meetings, attending school conferences, assisting with children with homework, and involving biological parents to address the changes in school performance. Human services professionals could use results from this study to promote social change by assisting parents in implementing strategies to address changes in their children’s school performance as a result of family structural changes