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1
CHAPTER ONE
OVERVIEW OF STUDY
Introduction
Parent’s socio-economic status and their education are two inextricably
linked factors that play a critical role in a student’s ability to close the opportunity
gap. Historically, African American families have been heavily overrepresented in
the low income, urban landscape; this persistent status stems from the onset of
cultural and socioeconomic segregation in America starting as early as slavery and
persisting through the 20th century. Latino families have also had to face persistent
barriers that perpetuate their overrepresentation within the low income, urban
landscape. Within the past fifty years, the Latino population in the United States has
expanded tremendously. According to US Census Data (2010), the Latino
population has increased by 44% between 1990 and 2000. With that expansion, low
income, predominately Latino communities have emerged as a result of persistent
socioeconomic barriers. Thus, African American and Latino families, especially
those dwelling within metropolitan areas, live in community segregation based on
race and socioeconomic class. According to the US Census (2000) and the Kids
Count Data Center (2007), nearly 1 in 5, or 18% of American children live in
poverty. In metropolitan areas, such as Los Angeles, California, there is more need
for concern; the data illuminates that “the poverty rate in L.A. County is higher than
the nation as a whole. Over […] 15% of people in L.A. County are living in
poverty” and the level of children living in poverty is slightly higher than the
Object Description
| Title | Co-constructing community, school and university partnerships for urban school transformation: Year two |
| Author | Woodyard, Savina M. |
| Author email | SavinaW@aol.com; savinaw@gmail.com |
| Degree | Doctor of Education |
| Document type | Dissertation |
| Degree program | Education (Leadership) |
| School | Rossier School of Education |
| Date defended/completed | 2011-03-22 |
| Date submitted | 2011 |
| Restricted until | Unrestricted |
| Date published | 2011-04-19 |
| Advisor (committee chair) | Rousseau, Sylvia G. |
| Advisor (committee member) |
Stowe, Kathy Huisong Marsh, David D. |
| Abstract | Community-school-university partnerships represent a new model of urban education reform that incorporates the overlapping spheres of influence in the transformation process. Co-constructed relationships between communities, schools and universities have the potential reshape organizational hierarchy and enable all partners to develop a new cultural model capable of transforming K-12 urban schools. This study the second and third year of one co-constructed community-school-university partnership that attempted to transform the cultural model of one urban high school.; The aim of this study is to identify and analyze the extent to which a community-school-university partnership is able to sustain elements of co-construction and other ongoing processes that are beneficial to the partnership. Also, the study will identify the persistent barriers to co-constructions and effective strategies to overcome those barriers within a community-school-university partnership. This study expands on the research conducted during the first year of the partnership’s operation and will offer insight as to the sustainability of the co-constructed processes between the community-school-university partnership. This study will also identify the methods in which the community-school-university partnership can develop a new cultural model for parental engagement in the interest of school transformation. |
| Keyword | partnership; co-construction; urban school; transformation; parental engagement |
| Geographic subject (state) | California |
| Geographic subject (country) | USA |
| Coverage date | 2000/2010 |
| Language | English |
| Part of collection | University of Southern California dissertations and theses |
| Publisher (of the original version) | University of Southern California |
| Place of publication (of the original version) | Los Angeles, California |
| Publisher (of the digital version) | University of Southern California. Libraries |
| Provenance | Electronically uploaded by the author |
| Type | texts |
| Legacy record ID | usctheses-m3759 |
| Contributing entity | University of Southern California |
| Rights | Woodyard, Savina M. |
| Repository name | Libraries, University of Southern California |
| Repository address | Los Angeles, California |
| Repository email | cisadmin@lib.usc.edu |
| Filename | etd-Woodyard-4509 |
| Archival file | uscthesesreloadpub_Volume62/etd-Woodyard-4509.pdf |
Description
| Title | Page 10 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 1 CHAPTER ONE OVERVIEW OF STUDY Introduction Parent’s socio-economic status and their education are two inextricably linked factors that play a critical role in a student’s ability to close the opportunity gap. Historically, African American families have been heavily overrepresented in the low income, urban landscape; this persistent status stems from the onset of cultural and socioeconomic segregation in America starting as early as slavery and persisting through the 20th century. Latino families have also had to face persistent barriers that perpetuate their overrepresentation within the low income, urban landscape. Within the past fifty years, the Latino population in the United States has expanded tremendously. According to US Census Data (2010), the Latino population has increased by 44% between 1990 and 2000. With that expansion, low income, predominately Latino communities have emerged as a result of persistent socioeconomic barriers. Thus, African American and Latino families, especially those dwelling within metropolitan areas, live in community segregation based on race and socioeconomic class. According to the US Census (2000) and the Kids Count Data Center (2007), nearly 1 in 5, or 18% of American children live in poverty. In metropolitan areas, such as Los Angeles, California, there is more need for concern; the data illuminates that “the poverty rate in L.A. County is higher than the nation as a whole. Over […] 15% of people in L.A. County are living in poverty” and the level of children living in poverty is slightly higher than the |
