Date of Award

2026-05-22

Degree Name

PhD Education for Social Justice

Dissertation Committee

Suzanne Stolz, EdD, Chair Emily Nusbaum, PhD, Member Elizabeth Butler, PhD, Member

Keywords

Community Advisory Committee, Community Based Participatory Action Research, Disability Justice, Positioning Theory, parent empowerment, special education, social justice

Abstract

This dissertation explores the impact of parents’ social justice advocacy on their local Community Advisory Committee for Special Education (CAC) policy and practice. While California state mandates a CAC that includes parent-district collaboration in decision-making, several Southern California districts oppress eager voices and willing participants. On the premise that policy implementation was absent and that parents wanted to exercise their right to implementation, this study aimed to identify: RQ1) how families of students with disabilities communicate their wants and needs to districts and SELPA personnel, and RQ2) the critical elements or components of establishing a collaborative partnership. With eight mothers already working to gain a seat at the CAC table and foster collaboration with educational leaders, the study employed community-based participatory action research (CBPAR). The work is rooted in the transformative paradigm and articulated through narrative inquiry. Data was collected using observations, questionnaires, interview responses, and document analysis. A literature review identified a dearth of empirical studies on CACs. The six findings of this research pinpoint systemic barriers to stakeholder partnerships, along with parent countermeasures: sustained action over time, practicing the rights of communication, bridging the discourse gap, building policy knowledge, and accessibility practices. Positioning Theory analysis identified the assignment of moral rights and duties as a means by which parents gained power and access. A discussion of Disability Justice and the work of the mothers identified parallels between them. Results provide workable solutions to enhance parent empowerment and the policy and practices related to CACs.

Document Type

Dissertation: Open Access

Department

Leadership Studies

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