Date of Award
5-2025
Degree Type
Doctoral Dissertation
Degree Name
Doctor of Education (EdD)
Department
Education
Committee Chair
T. Lee Morgan, Ph.D.
2nd Reader
Kathleen Wallace, Ed.D.
3rd Reader
Alberto Vasquez Matos, Ed.D, Ph.D.
Abstract
Chronic absenteeism in K-12 educational settings poses significant challenges, particularly in its impact on cognitive and socio-emotional development and learning opportunities across grade levels. This dissertation examines the multifaceted nature of absenteeism, emphasizing strengths-based and self-efficacy-based approaches to mitigate its effects. Drawing on extensive literature, the study highlights the importance of family engagement solutions that foster student and family empowerment from early grades through high school.
In the early grades, interventions aimed at supporting children and families from impoverished backgrounds are underscored, while the middle grades focus on instilling hope and resilience in adolescents. At the high school level, the correlation between chronic absenteeism and adverse postsecondary outcomes stresses the necessity of implementing mentorship and support systems that leverage student strengths.
The research further explores an environmental scan, incorporating insights from urban district leaders and professional development providers, revealing the essential role of strengths-based methodologies in reinforcing existing capabilities within K-12 educational communities. Educators, as the key players, can create a more equitable and engaging learning environment by integrating family engagement, data-driven decision-making, and systemic strategies. This empowerment comes with the responsibility to foster a supportive culture that promotes regular attendance and academic success.
This study proposes that transformative approaches grounded in integrating family and community strengths, recognizing that students' educational journey is not an isolated experience but one deeply embedded in the socio-emotional contexts and recognizing students' and families' assets, are not just beneficial but necessary to effectively counter deficit thinking and foster resilience. The working theory of improvement posits that student engagement and attendance will increase when educators implement a transformative family and learner support process guided by a strengths-based framework. This research advocates for a shift in educational practices to celebrate diverse abilities and develop a supportive school culture that promotes regular attendance and academic success. The urgency and significance of this issue cannot be overstated.
Recommended Citation
Joseph-Lumpkin, G. (2025). Addressing chronic absenteeism through transformative strengths and self-efficacy-based family engagement and learner support [Doctoral dissertation, Sacred Heart University].
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Comments
Presented to the Faculty of Sacred Heart University in Partial Fulfillment of the Requirements for the Degree of Doctor of Education