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different forms of capital that are valued within the school setting and how parents
may or may not have direct access to that capital. Not only do parents not have
access to the capital of universities and schools, but the capital that parents do have
is often rejected.
Access to Capital
As members of several overlapping networks, parents have access to a certain
amount of capital. However, it is important to note that parents are a part of
stratified social networks, which places them in competition with other agents for
resources (Bourdieu, 1990). These resources, also known as capitals, can take
various forms, such as economic, social, and cultural capital. Although different in
definition, each of these forms plays a critical role in establishing the culture of a
partnership and can affect parental engagement.
Economic Capital
Economic capital is the most concrete of the four different forms, as it
represents “precise monetary value, income and assets that can be exchanged in the
economic field” (Martinez-Cosio, 2010, p. 286). Schools that are housed in low-income
areas serve a population of people whose access to economic capital may be
limited. According to Bradshaw (2005), limited economic capital can contribute to
the development of a certain culture that can affect individuals and their ability to
perceive themselves as viable, functioning members of society.
Parents’ limited economic capital can also alter the school’s perceptions of
parents; the school can view parents from a deficit perspective in connection to their
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 69 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 60 different forms of capital that are valued within the school setting and how parents may or may not have direct access to that capital. Not only do parents not have access to the capital of universities and schools, but the capital that parents do have is often rejected. Access to Capital As members of several overlapping networks, parents have access to a certain amount of capital. However, it is important to note that parents are a part of stratified social networks, which places them in competition with other agents for resources (Bourdieu, 1990). These resources, also known as capitals, can take various forms, such as economic, social, and cultural capital. Although different in definition, each of these forms plays a critical role in establishing the culture of a partnership and can affect parental engagement. Economic Capital Economic capital is the most concrete of the four different forms, as it represents “precise monetary value, income and assets that can be exchanged in the economic field” (Martinez-Cosio, 2010, p. 286). Schools that are housed in low-income areas serve a population of people whose access to economic capital may be limited. According to Bradshaw (2005), limited economic capital can contribute to the development of a certain culture that can affect individuals and their ability to perceive themselves as viable, functioning members of society. Parents’ limited economic capital can also alter the school’s perceptions of parents; the school can view parents from a deficit perspective in connection to their |
