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16
sociopolitical debt that had accumulated since the nation’s inception. Prior to this
Act, Southern states in particular had adopted numerous illegal practices to exclude
African American voters. However, the sheer disparity in the number of White
voters compared to the number of African American voters or the number of Latino
persons who are qualified to vote has limited both groups to change their status in the
nation’s decision making processes, including their ability to impact education.
Thus, the education debt has not been substantially eradicated.
Families and communities most exposed to the education debt dwell in a
variety of areas, including the low income, urban landscape. Thus, it is necessary to
elucidate the intricacies of low income, urban communities and the perpetuation of
the opportunity gap on its inhabitants.
The Demographic Overview of the Urban Education Landscape
As previously mentioned, approximately 18% of American children live in
poverty. According to US Census Data (2008), 43% of the people living in poverty
have earned less than a high school diploma. To narrow the scope more, the data
also provide information that the two predominant groups dwelling in low-income
metropolitan areas are African Americans and Latinos; evidence of this stratification
is especially prominent within Los Angeles, California. According to the United
Way of Greater Los Angeles, in 2008, 12% of African American and 46% of Latino
adults have attained less than a high school diploma, whereas 7% of White adults
and 14% of Asian/Pacific Islander adults were placed within the same category.
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 25 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 16 sociopolitical debt that had accumulated since the nation’s inception. Prior to this Act, Southern states in particular had adopted numerous illegal practices to exclude African American voters. However, the sheer disparity in the number of White voters compared to the number of African American voters or the number of Latino persons who are qualified to vote has limited both groups to change their status in the nation’s decision making processes, including their ability to impact education. Thus, the education debt has not been substantially eradicated. Families and communities most exposed to the education debt dwell in a variety of areas, including the low income, urban landscape. Thus, it is necessary to elucidate the intricacies of low income, urban communities and the perpetuation of the opportunity gap on its inhabitants. The Demographic Overview of the Urban Education Landscape As previously mentioned, approximately 18% of American children live in poverty. According to US Census Data (2008), 43% of the people living in poverty have earned less than a high school diploma. To narrow the scope more, the data also provide information that the two predominant groups dwelling in low-income metropolitan areas are African Americans and Latinos; evidence of this stratification is especially prominent within Los Angeles, California. According to the United Way of Greater Los Angeles, in 2008, 12% of African American and 46% of Latino adults have attained less than a high school diploma, whereas 7% of White adults and 14% of Asian/Pacific Islander adults were placed within the same category. |
