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58 fundraiser (Warren et al., 2009; Barton, 2004). However, within the urban education reform effort, parent participation needs to take “a clear departure from school-as-usual formulas in which parents are unwelcome, or viewed as an unwieldy community element” (Carter, 2007, p.47). In fact, “Most urban schools fail to engage families broadly and deeply around the education of their children. Precious few can claim large numbers of parent participating as powerful actors in the school community” (Warren et al., 2009, p. 2210). According to Barton (2004), parents’ roles and involvement in schools have been understood in terms of “what they do” and how their behaviors fit (or do not fit) with the goals of the school. However, this view aligns with the deficit model (Gutman & McLoyd, 2000) and positions parents as non-empowered subjects that can be manipulated. It fails to take into account the individual networks and resources that frame participation in scope, focus, and purpose, nor the unique experiences that frame the parents’ beliefs and forge parental capital (Hoover-Dempsey & Sandler, 1997; Lareau & Horvat, 1999). Warren et al. (2009) asserts that many of the neighborhoods with families who are disconnected from public schools often contain strong community-based organizations with deep roots in the lives of families. Through their engagement with community-based organizations, parents are able to gain entry into the education reform process and are attached to a network of activity and influence (Barton, 2004; Warren et al., 2009; Carter, 2007; Johnson et al., 2007). In order to fully understand the history of parental engagement in the school, it is helpful to evaluate it from a variety of theoretical frameworks.
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 67 |
Contributing entity | University of Southern California |
Repository email | cisadmin@lib.usc.edu |
Full text | 58 fundraiser (Warren et al., 2009; Barton, 2004). However, within the urban education reform effort, parent participation needs to take “a clear departure from school-as-usual formulas in which parents are unwelcome, or viewed as an unwieldy community element” (Carter, 2007, p.47). In fact, “Most urban schools fail to engage families broadly and deeply around the education of their children. Precious few can claim large numbers of parent participating as powerful actors in the school community” (Warren et al., 2009, p. 2210). According to Barton (2004), parents’ roles and involvement in schools have been understood in terms of “what they do” and how their behaviors fit (or do not fit) with the goals of the school. However, this view aligns with the deficit model (Gutman & McLoyd, 2000) and positions parents as non-empowered subjects that can be manipulated. It fails to take into account the individual networks and resources that frame participation in scope, focus, and purpose, nor the unique experiences that frame the parents’ beliefs and forge parental capital (Hoover-Dempsey & Sandler, 1997; Lareau & Horvat, 1999). Warren et al. (2009) asserts that many of the neighborhoods with families who are disconnected from public schools often contain strong community-based organizations with deep roots in the lives of families. Through their engagement with community-based organizations, parents are able to gain entry into the education reform process and are attached to a network of activity and influence (Barton, 2004; Warren et al., 2009; Carter, 2007; Johnson et al., 2007). In order to fully understand the history of parental engagement in the school, it is helpful to evaluate it from a variety of theoretical frameworks. |