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18
Warren et al., 2009; Barton, 2004); students can benefit when their parents’ various
forms of capital is embraced and integrated into the school culture in an effort to
promote learning and achievement (Gallimore & Goldenberg, 2002; Martinez-Cosio,
2010).
Parental Contributions to Ameliorating the Opportunity Gap
Learning can occur in different socio-cultural spaces and with different forms
of capital (Barton et al., 2004; Vygotsky, 1978; Moll, 1992). Artifacts, rules and
expectations can shape various learning spaces (Bourdeiu, 1977; Barton et al., 2004).
According to Crosnoe (2004), parents and families are a primary source of social
capital for young people, especially in relation to their education. As children move
through the educational system, parents can provide instrumental assistance, impart
information about education and future opportunities, establish and reinforce norms
of expected behavior and achievement, and offer support for the navigation of new
arenas and the experience of both success and failure, all of which foster better
academic functioning (Carbonaro, 1998). However, parents within the low-socio
economic space are often viewed as individuals with limited capital and limited skill
sets that can be transferred to their children. Mehan (1992) asserts that rather than
dismiss the parent’s lack of dominant capital, it is imperative to look at the capital
that each individual brings and how that capital can be activated to achieve a
common goal.
Parents possess a plethora of skills and capital that can be beneficial to both
the school setting and their students (Warren et al., 2009; Rogers et al., 2009;
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 27 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 18 Warren et al., 2009; Barton, 2004); students can benefit when their parents’ various forms of capital is embraced and integrated into the school culture in an effort to promote learning and achievement (Gallimore & Goldenberg, 2002; Martinez-Cosio, 2010). Parental Contributions to Ameliorating the Opportunity Gap Learning can occur in different socio-cultural spaces and with different forms of capital (Barton et al., 2004; Vygotsky, 1978; Moll, 1992). Artifacts, rules and expectations can shape various learning spaces (Bourdeiu, 1977; Barton et al., 2004). According to Crosnoe (2004), parents and families are a primary source of social capital for young people, especially in relation to their education. As children move through the educational system, parents can provide instrumental assistance, impart information about education and future opportunities, establish and reinforce norms of expected behavior and achievement, and offer support for the navigation of new arenas and the experience of both success and failure, all of which foster better academic functioning (Carbonaro, 1998). However, parents within the low-socio economic space are often viewed as individuals with limited capital and limited skill sets that can be transferred to their children. Mehan (1992) asserts that rather than dismiss the parent’s lack of dominant capital, it is imperative to look at the capital that each individual brings and how that capital can be activated to achieve a common goal. Parents possess a plethora of skills and capital that can be beneficial to both the school setting and their students (Warren et al., 2009; Rogers et al., 2009; |
