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5
disassociated from the process. African American and Latino parents have a history
of being isolated from the school setting because they exist at the bottom of the
hierarchal structure within both the school and social setting (Lareau & Hovart,
1999; Warren et al., 2009; Martinez-Cosio, 2010). They are distanced from
involvement in the co-construction of policies to increase their child’s academic
achievement. They are considered as lacking the knowledge necessary to improve
their situation; they fall victim to a cultural model in which parents are not seen as
“knowledgeable participants” in the education process (Warren et al., 2009). The
culmination of a history of ethnic and economic stratification, low performing
schools and decreased parental engagement contributes to a new wave of education
reform efforts in which local school stakeholders and local education agencies work
together towards education reform.
In an effort to deal with the paradox between federal academic expectations,
the cycle of “low income-low performing” schools and the growing distance between
parents and the education reform process, stakeholders have turned to educational
partnerships. Within the community-school-university partnerships, various groups
can be involved, such as community based organizations, schools, community
colleges and universities. In these kinds of partnerships, each group brings a variety
of resources and ideas that potentially can be used to ameliorate the problems present
within their respective institutions (Kanter, 1994; Oakes & Rogers, 2006; Davis,
1996). Educational partnerships have the potential to create the forum by which
stakeholders are able to lessen the opportunity gap for underserved traditionally low
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 14 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 5 disassociated from the process. African American and Latino parents have a history of being isolated from the school setting because they exist at the bottom of the hierarchal structure within both the school and social setting (Lareau & Hovart, 1999; Warren et al., 2009; Martinez-Cosio, 2010). They are distanced from involvement in the co-construction of policies to increase their child’s academic achievement. They are considered as lacking the knowledge necessary to improve their situation; they fall victim to a cultural model in which parents are not seen as “knowledgeable participants” in the education process (Warren et al., 2009). The culmination of a history of ethnic and economic stratification, low performing schools and decreased parental engagement contributes to a new wave of education reform efforts in which local school stakeholders and local education agencies work together towards education reform. In an effort to deal with the paradox between federal academic expectations, the cycle of “low income-low performing” schools and the growing distance between parents and the education reform process, stakeholders have turned to educational partnerships. Within the community-school-university partnerships, various groups can be involved, such as community based organizations, schools, community colleges and universities. In these kinds of partnerships, each group brings a variety of resources and ideas that potentially can be used to ameliorate the problems present within their respective institutions (Kanter, 1994; Oakes & Rogers, 2006; Davis, 1996). Educational partnerships have the potential to create the forum by which stakeholders are able to lessen the opportunity gap for underserved traditionally low |
