Date of Award

7-19-2024

Degree Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Education

First Advisor

Noah Sobe

Abstract

This study examined the challenges stepparents face in schooling their high-school aged children. An analysis of how stepfamily formation can impact this process was also investigated. The sample included 13 families composed of one biological and one non-biological parent with at least one child between the ages of 14 and 18 who was currently attending high school. Stepparents were asked to share their experiences with other family members, the school, and the community as they related to the education of their stepchildren. The primary research focus was to identify difficulties and successes that stepparents encounter as they engage with schools and the schooling process. This study was able to support, challenge, and enhance previous research in five key areas: parenting style, family classification, member relationship development, differences in parent experiences, and cultural myths and stereotypes. New knowledge was gained in seven, narrowly focused areas including the impact of gender and biology on educational decision-making, difficulties stepparents face with educational technology, parenting restrictions and schooling, household stability and schooling, school perceptions of stepparenting, frustrations with school policy, and school expectations. Research into the relationship between stepparenting and schooling will hopefully encourage educational institutions to review their policies and practices in light of new realities as children grow up in increasingly diverse and complicated home settings.

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