The Development of After-School Program Educators Through University-Community Partnerships

Mahoney, Joseph L.; Levine, Mark; Hinga, Briana M.

doi:10.1080/10888691003704717

Cited by 14 publications

(6 citation statements)

References 23 publications

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“…Conflict is inevitable when HE and the community enter a CE partnership with various agendas and expectations. Therefore, we support the notion of clarifying the agenda and expectations through a partnership agreement (McNall et al, 2009; Mahoney et al, 2010). Against this background of potential conflict, we suggest that the partners should undertake periodic review of the partnership agreement to prevent the relationship breaking down (Fogel and Cook, 2006; McNall et al, 2009).…”

Section: Global Citizenship: Barriers In Ce Partnershipssupporting

confidence: 77%

What makes or breaks higher education community engagement in the South African rural school context: A multiple-partner perspective

Machimana

Sefotho

Ebersöhn

2017

Education, Citizenship and Social

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The purpose of this study is to inform global citizenship practice as a higher education (HE) agenda by comparing the retrospective experiences of a range of community engagement (CE) partners, and including often silent voices of non-researcher partners. HE-CE aims to contribute to social justice as it constructs and transfers new knowledge from the perspectives of a wide range of CE-partners. This qualitative secondary analysis study was framed theoretically by the transformative-emancipatory paradigm. Existing case data, generated on retrospective experiences of CE-partners in a long-term CE-partnership, were conveniently sampled to analyse and compare a range of CE-experiences (parents of student-clients (n = 12: females 10, males 2), teachers from the partner rural school (n = 18: females 12, males 6), student-educational psychology clients (n = 31: females 14, males 17), Academic ServiceLearning (ASL) students (n = 20: females 17, males 3) and researchers (n = 12: females 11, males 1).Following thematic in-case and cross-case analysis, it emerged that all HE-CE partners experienced that socio-economic challenges (defined as rural-school adversities, include financial, geographic and social challenges) are addressed when an HE-CE partnership exists, but that particular operational challenges (communication barriers, time constraints, workload and unclear scope, inconsistent feedback as well as conflicting expectations) hamper HE-CE partnership. A significant insight from this study is that a range of CE-partners experience similar challenges when a university and rural school partner. All CE-partners experienced that HE-CE is challenged by the structural disparity between the rural context and operational miscommunication.

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Section: Global Citizenship: Barriers In Ce Partnershipssupporting

confidence: 77%

What makes or breaks higher education community engagement in the South African rural school context: A multiple-partner perspective

Machimana

Sefotho

Ebersöhn

2017

Education, Citizenship and Social

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“…Further, as experts in research on LGBTQ+ youth, health, and schooling, we were aware of the latest science on supporting LGBTQ+ youth in schools and the potential of university–community partnerships to address the needs of youth in school‐related settings (e.g., Mahoney et al. 2010). The partnership between the university research group, the LGBTQ+ youth center, and the policy advocacy organization was strategically situated to leverage the nexus of research, practice, and policy.…”

Section: Putting Research To Work: the Stories And Numbers Projectmentioning

confidence: 99%

Putting Research on LGBTQ+ Youth in Schools to Use: The Stories and Numbers Project¹

Bishop

Gonzales²,

Russell

2023

Sociological Forum

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Publicly engaged social science can help to maximize research use for program and policy change toward equity. In what follows, we describe The Stories and Numbers Project as an example of publicly engaged research that moves the robust science of supporting LGBTQ+ (and all) students beyond the university and into the public sphere. We provide an overview of LGBTQ+ young people's experiences of their school climate and the science of LGBTQ+‐supportive safe school strategies to contextualize the need for the Project. We discuss the theoretical foundations of the Project, as well as the experiences and resources that made the Project possible. We outline our multi‐pronged strategy for research dissemination to LGBTQ+ students and key nodes of their social networks. Finally, we conclude with the lessons learned from the Stories and Numbers Project, and how they can be leveraged to activate research for social change.

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“…These partnerships are best sustained when long, trusting relationships exist between the community and university (Matusov & Smith, 2011;Ostrander, 2004). Partnerships may go beyond programming; for instance, some support the professional development of program staff to improve program quality (Mahoney et al, 2010). After-school programs developed by the local community alleviate concerns about university self-interest (Anyon & Fernández, 2007).…”

Section: Culturally Relevant Pedagogy and After-school Programmingmentioning

confidence: 99%

Valuing the Aspirations of the Community: The Origins of a Community–University Partnership

Winfield¹,

Fiorot²,

Beckowski³

et al. 2022

jces

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Universities are increasingly prioritizing engagement and collaboration with their local communities. While such partnerships can be mutually beneficial, they can often perpetuate and exacerbate power differentials, particularly when the community partners belong to racially minoritized groups. This qualitative paper examines the founding of a community–university partnership between a Black, low-income community and a predominantly White university. Through the theoretical framework of aspirational capital, we find that valuing the experiences and aspirations of the community helped establish a more equitable partnership forged to support a community-led, culturally relevant after-school program. Centering the aspirations of Black community members and the epistemologies of the Black women on the program staff also served to acknowledge and address power imbalances at the founding stages of the partnership. Recognizing and valuing the aspirational capital of community members also positively impacted the university-based staff’s ability to function as boundary spanners between the university and community who could adequately articulate the desires and needs of program staff. We argue that by recognizing and valuing the aspirational capital already present in low-income Black communities, universities can create more equitable partnerships for positive social change.

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The Development of After-School Program Educators Through University-Community Partnerships

Cited by 14 publications

References 23 publications

What makes or breaks higher education community engagement in the South African rural school context: A multiple-partner perspective

What makes or breaks higher education community engagement in the South African rural school context: A multiple-partner perspective

Putting Research on LGBTQ+ Youth in Schools to Use: The Stories and Numbers Project¹

Valuing the Aspirations of the Community: The Origins of a Community–University Partnership

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The Development of After-School Program Educators Through University-Community Partnerships

Cited by 14 publications

References 23 publications

What makes or breaks higher education community engagement in the South African rural school context: A multiple-partner perspective

What makes or breaks higher education community engagement in the South African rural school context: A multiple-partner perspective

Putting Research on LGBTQ+ Youth in Schools to Use: The Stories and Numbers Project1

Valuing the Aspirations of the Community: The Origins of a Community–University Partnership

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Product

Resources

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Putting Research on LGBTQ+ Youth in Schools to Use: The Stories and Numbers Project¹