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"COMMUNITY SCHOOLS"
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A Call for the Conceptual Integration of Opportunity Structures Within School Safety Research
Few studies explicitly examine how opportunity structures impact school safety, school climate, or bullying. This article applies school-centered ecological theory as a heuristic conceptual framework that links opportunity structures and school safety. Historically, opportunity structures identified how institutional characteristics such as labor conditions, combined with factors such as geographic location, gender, race, religion, nationality, ethnicity, and family background, influence the opportunities open to individuals and shape patterns of entering the labor market. In education, the concept has been used when describing systemic racism in educational inequality. Examples are drawn from several bodies of research that have strong implications for future study of these issues. These areas include research on communities and families, creating positive school cultures and climates, and different types of educator bias that restrict opportunities and result in less safe environments. The authors suggest new research that combines school safety, opportunity, and social justice-oriented school reform.
Impact Statement
Opportunity gaps based on social injustice often overlap with school safety concerns. Yet most school safety studies and interventions focus on individuals or interpersonal relationships and not on structurally changing opportunity or safety gaps. This article calls for new research, intervention, and policy approaches that jointly address opportunity and school safety gaps. Examples include research on (a) school-community opportunity and safety gaps, (b) low resourced schools' opportunity and safety gaps, and (c) racially biased classroom interactions that decrease opportunity and increase safety gaps.
Journal Article
Developing community schools, community learning centers, extended-service schools and multi-service schools : international exemplars for practice, policy and research
This book focuses on special organizational configurations for schools in diverse parts of the world. Some of these new organizational and institutional designs are called multi-service schools, others are called extended service schools and still others are called community learning centers. While these schools have different names and notable different characteristics, they belong in the same category because of a common feature in their design: they connect schools with once-separate community programs and services. Chief among the prototypes for these new organizational and institutional designs are the ones featured in the book's title.
Book
“Who are these Projects Really for?”: Interrogating Community-School Partnerships and Place-Based Education Under a Market Regime
In this paper, the author draws on a qualitative case study of a place-based food justice project (FJP) at an urban public charter high school to examine the role of community-school partnerships (CSPs) in the FJP and marginalized students’ experiences of these partnerships. Observations and interviews with students, teachers, and community representatives suggest that the marketized context in which these partnerships unfolded undermined the potential benefits of CSPs by incentivizing schools to prioritize private benefits for both schools and community organizations over students’ preferences and priorities. The extent to which CSPs might serve students’ interests may hinge on how other stakeholders conceptualize “community.”
Journal Article
Compete or close : traditional neighborhood schools under pressure
The book is an ethnographic study of a public high school under pressure to compete with charter schools.-- Provided by publisher
Book
Creating engagement between schools and their communities
Creating Engagement between Schools and their Communities: Lessons from Educational Leaders addresses how educational leaders have made efforts to reconnect their schools to their communities and the varied goals they achieved.
eBook
Impact of the Family Access Center of Excellence (FACE) on Behavioral and Educational Outcomes-A Quasi-Experimental Study
The vast majority of youth experiencing symptoms of a mental health (MH) disorder never access services. Barriers to access include unawareness of symptoms or where to get help, stigma, or lack of transportation or finances. Many school, family, and community collaboration models have begun to enhance access to MH supports. The present study reports the impact of one such program called the Family Access Center of Excellence (FACE). FACE employs the Family Check-Up to conduct a child-focused, family systems assessment of family strengths and problem areas and create a treatment plan and linkages to services, with intensive case management to directly address access barriers. In this study, 417 youth were referred from schools to FACE in one academic year. We compared the 224 youth who engaged in FACE to 193 youth who were referred but chose not to access FACE services. Fixed effects regression models indicated that youth who engaged with FACE demonstrated improved social-emotional, behavioral, and academic outcomes compared to youth who did not engage. Implications are discussed along with next steps for developing responsive school-community linked models of care.
Journal Article
School Risk and Protective Factors of Suicide: A Cultural Model of Suicide Risk and Protective Factors in Schools
There are known cultural variations in correlates of and symptoms related to suicide-related thoughts and behaviors; however, the majority of research that informs suicide prevention in school systems has focused on research based on Euro-American/White students. By exploring school-related risk and protective factors in ethnic-racial minoritized students, we expand existing multicultural models of suicide prevention for school settings. Specifically, this systematic literature review identified 33 studies conducted with American Indian and Alaskan Native, Hispanic and Latinx, Black and African American, and Asian American and Pacific Islander students. Findings underscore the importance of building relationships with the school community and fostering a sense of safety for students, the need to approach school-based suicide prevention and intervention with cultural considerations, and the importance of connecting students and families with providers in culturally sensitive and informed ways. Taken together, schools need to build school-family-community partnerships that promote culturally sensitive approaches to suicide prevention.
Impact Statement
Findings from this review underscore the importance of strengthening school relationships, fostering a sense of safety and trust, and eradicating bullying for preventing suicide in ethnic-racial minoritized students. By expanding on previous theories of multicultural suicide prevention, we call for the implementation of culturally sensitive risk assessments and suicide prevention programs in school settings that are built from partnerships with families and communities.
Journal Article