The Influence of Local Conditions on Social Service Partnerships, Parent Involvement, and Community Engagement in Neighborhood Schools

Cohen‐Vogel, Lora; Goldring, Ellen; Smrekar, Claire

doi:10.1086/656346

Cited by 22 publications

(20 citation statements)

References 28 publications

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“…This relationship between local or neighborhood context and family-school engagement is supported by the literature. For example, neighborhood stress has been shown to negatively affect parental school involvement (Waanders, Mendez, & Downers, 2007) and the extent to which schools leverage relationships with social services agencies to encourage parent engagement seems particularly salient in schools located with “high liability zones” (Cohen-Vogel, Goldring, & Smreker, 2010). SFL experiences reflected the problems of working within low-resourced schools and how depletion of resources affects student and parent engagement and school climate; this yielded a more salient role for paraprofessionals in facilitating positive family-school connections.…”

Section: Discussionmentioning

confidence: 99%

A qualitative study to explore paraprofessionals’ role in school‐based prevention and early intervention mental health services

Rusch

Walden

Gustafson

et al. 2018

Journal Community Psychology

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This study explored the role of paraprofessionals within a school-based prevention and early intervention program to promote children's engagement in learning and positive parenting practices. Study aims were designed to understand how paraprofessionals perceive their role in high-need communities and how they define their work within schools. Two focus groups were conducted with school family liaisons (SFLs) during the 2015-2016 school year. Transcribed audio recordings were coded using thematic analysis wherein 2 authors coded independently, followed by audited discussion and final consensus codes. SFLs acknowledged the importance of serving high-need communities and relationship building was central to their role. They leveraged contextual knowledge (culture, language, and neighborhood) to engage parents, allowing them to serve as effective advocates for parents/families in the school setting. Findings support the importance of paraprofessionals in prevention-focused services and highlight how leveraging shared experiences and prioritizing relationship building facilitates their work as advocates within schools.

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Section: Discussionmentioning

confidence: 99%

A qualitative study to explore paraprofessionals’ role in school‐based prevention and early intervention mental health services

Rusch

Walden

Gustafson

et al. 2018

Journal Community Psychology

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“…The formation and maintenance of collaboration are influenced by social contexts that create and sustain social divisions (Lotia & Hardy, ). Schools located in urban and/or low‐income communities tend to face high social exclusion and competition due in part to insufficient human and financial resources within their community (Cohen‐Vogel, Goldring, & Smrekar, ). Consequently, these disadvantaged contexts may prevent partners from building fair relationships and coordinating collective activities through an empowering process.…”

Section: Discussionmentioning

confidence: 99%

Exploring the multidimensional constructs of transformative school–community collaboration from a critical paradigm

Kim

2018

Child & Family Social Work

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School–community collaboration has become an important approach to enhancing the quality of services to meet the multifaceted needs of students. However, there is little understanding of how to create and maintain successful school–community collaboration. Drawing on a critical paradigm, this study developed a comprehensive framework for transformative school–community collaboration (TSCC) and developed a valid scale to assess the major dimensions of TSCC. Using school survey data, an exploratory factor analysis identified four multidimensional constructs: (a) critical member capacity representing members' organizing, interpersonal, and critical analysis skills, (b) equal relations with respect to joint membership, interaction, and outcome distribution, (c) democratic network governance measuring the basic elements of democracy in decision‐making, and (d) empowering coordination reflecting a responsive, flexible, and supportive coordination system. This study also showed that low‐income and urban schools reported significantly lower levels of equal relations and empowering coordination. The developed scale can be used as an evaluation tool that monitors and evaluates school–community collaboration ensuring equal, democratic, and empowering structures and processes. Furthermore, the results of this study suggest practice implications and future research agendas to create and maintain successful school–community collaboration.

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“…Indeed, Suchman (1995, p. 579) notes that constituents' belief in an organization's "good character" can overcome the effects of "isolated failures, miscues, and reverses." Despite the media attention devoted nationally to achievement issues, there is evidence that the local constituencies of individual schools are more concerned about cultural and contextual connections (see Cohen-Vogel, Goldring, & Smrekar, 2010). Such legitimating issues as the following can loom large: school discipline, busride safety, teachers' grading and homework policies, the assignment of students to individual teachers, the values that parents perceive to be embodied in assigned readings, and opportunities for children to participate equally in sporting events or pageants.…”

Section: Pragmatic Legitimacy and The New Localismmentioning

confidence: 99%

Community Contexts Up Close: What Does It Mean to Be “Legitimate” in Today's Education Policy Environment?

Crowson

Hinz

2015

Peabody Journal of Education

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The Influence of Local Conditions on Social Service Partnerships, Parent Involvement, and Community Engagement in Neighborhood Schools

Cited by 22 publications

References 28 publications

A qualitative study to explore paraprofessionals’ role in school‐based prevention and early intervention mental health services

A qualitative study to explore paraprofessionals’ role in school‐based prevention and early intervention mental health services

Exploring the multidimensional constructs of transformative school–community collaboration from a critical paradigm

Community Contexts Up Close: What Does It Mean to Be “Legitimate” in Today's Education Policy Environment?

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