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14
the growth of de facto segregation is not a failure of Brown, but instead a social
phenomenon. Consequently, in maintaining the de facto segregated school system,
educational inequities still exist (Oakes & Rogers, 2006).
Rothstein (2004) supports this claim by stating, “The fact that social class
differences are associated with, and probably cause, a big gap in performance does
not mean that, in theory, excellent schools could not offset these differences” (p. 5).
However, failure to build upon these differences has created persistent barriers that
continue to be maintained throughout the decades following the Brown decision.
Ultimately, schools have maintained the same cultural model of parental and
community isolation and neglected to integrate their unique forms of capital into the
school’s culture (Gallimore & Goldenberg, 2002; Schein, 1990). As a result, African
American and Latino students are still performing at a lower rate than their White
and Asian counterparts (Rothstein, 2004; Ladson-Billings, 2006; Warren et al.,
2009). However, it is important to note that their performance is not a direct
response to their cognitive ability, but rather their access to education and resources
that make them equal to their counterparts (Ladson-Billings, 2006). Thus, it is more
accurate to say that African American and Latino students do not suffer from an
achievement gap, but instead suffer from an opportunity to achieve gap.
Education Debt
Exposure to historical inequities within the education system plays a
significant role in maintaining the opportunity gap. According to Ladson-Billings
(2006), there is a documented legacy of educational inequities in the United States,
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 23 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 14 the growth of de facto segregation is not a failure of Brown, but instead a social phenomenon. Consequently, in maintaining the de facto segregated school system, educational inequities still exist (Oakes & Rogers, 2006). Rothstein (2004) supports this claim by stating, “The fact that social class differences are associated with, and probably cause, a big gap in performance does not mean that, in theory, excellent schools could not offset these differences” (p. 5). However, failure to build upon these differences has created persistent barriers that continue to be maintained throughout the decades following the Brown decision. Ultimately, schools have maintained the same cultural model of parental and community isolation and neglected to integrate their unique forms of capital into the school’s culture (Gallimore & Goldenberg, 2002; Schein, 1990). As a result, African American and Latino students are still performing at a lower rate than their White and Asian counterparts (Rothstein, 2004; Ladson-Billings, 2006; Warren et al., 2009). However, it is important to note that their performance is not a direct response to their cognitive ability, but rather their access to education and resources that make them equal to their counterparts (Ladson-Billings, 2006). Thus, it is more accurate to say that African American and Latino students do not suffer from an achievement gap, but instead suffer from an opportunity to achieve gap. Education Debt Exposure to historical inequities within the education system plays a significant role in maintaining the opportunity gap. According to Ladson-Billings (2006), there is a documented legacy of educational inequities in the United States, |
