The purpose of this study was to investigate the behavior and perceptions of a group of adults in culturally and structurally diverse families concerning their role in their children's learning. Five women of color, four African American, and one East Indian immigrant, participated in the study. Ethnographic interviews and story-telling were the keynote methodologies used in this participatory study. / The women's narratives provide a rich perspective on education in the intimate context of a family as well as the wider community. Parents' stories reveal the impact of historical, political, economic and cultural factors on their roles, what they feel is important for their children to learn as well as ways in which they promote this learning. Their stories offer lessons to adult educators about learning processes, strategies, and networks in the minority community. / The results of the study broaden our notion of "family" and "parent". They suggest that adult educators need to reexamine their theoretical and methodological frameworks in order to give more effective support to parents like those portrayed in participants' stories. The results of the study should thus help to inform educational reform efforts aimed at improving family-school relations. The methodology used should also be helpful in future studies of other aspects of parenting and adult development, especially among minority groups. In addition, the study should help to inform the stance of public agencies toward culturally and structurally diverse families. / Source: Dissertation Abstracts International, Volume: 53-03, Section: A, page: 0690. / Major Professor: Peter Easton. / Thesis (Ph.D.)--The Florida State University, 1992.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1964. / Typescript. Vita. Description based on print version record. Includes bibliographical references (leaves 173-175).