Pushing Districts Toward Equitable Policies: Community Engagement in the U.S. Mountain West

• In Event: 72.030 - Examining School District-Community Relations: Perspectives on Local Governance as a Lever for Educational Opportunity

Abstract

Objectives
The goals of public policy are often competing (e.g., equity versus efficiency) contributing to policy paradox (Stone, 2002). For communities with less power and influence, this paradox tends to produce policies that are harmful and result in educational inequities in many of our nation’s school districts. The role of community engagement in education has been essential in addressing and reversing destructive policies (Fuentes, 2012; Renée & McAlister, 2011; Stovall, 2005), yet academic scholarship is lacking in this area (Mediratta, et. al., 2008; Warren, 2005). The purpose of this paper is to examine community advocacy for policies and practices that expand educational opportunities for emergent bilinguals (EBs) (Garcia, 2009) (also known as English learners) within three school districts in the U.S. Mountain West.

In the understudied region of the U.S. Mountain West, drastic changes in demographics, politics, and economics (Teixeira, 2012) include the relocation of EBs to many urban school districts. EBs are a growing and complex population (Garcia & Kleifgen, 2010). Beyond their status as linguistic minorities, they are likely to be low-income, of Latinx heritage, and perceived as undocumented immigrants (Gándara & Rumberger, 2009; Garcia & Kleifgen, 2010). Discrimination stemming from these intersecting identities exacerbates gaps in educational opportunities.

Framework and Data Sources
This paper emerges from a multiple-case study (Yin, 2009) guided by the social construction theory for policy design framework, which assumes that policy is heavily influenced by the social constructions of target groups (Ingram, Schneider, & deLeon, 2007). The data include 30 interviews with school district leaders and community stakeholders along with other archival records from three school districts: Clark County School District, Salt Lake City School District, and Tucson Unified School District.

Results of Analysis
This study found that EBs tend to be socially constructed as dependents (e.g., less power and resources). As such, EBs are more likely to be the recipient of harmful policies. One factor that interrupts the cycle of policy design are the presence of political, moral, and/or policy entrepreneurs (Nicholson-Crotty & Meier, 2005). These entrepreneurs create counter-narratives within policymaking (Newton, 2005). Furthermore, this paper identifies the counter-narratives of entrepreneurs that espouse community engagement related to the education of EBs. As one study participant noted “community involvement over the past seven years has changed the district and in my opinion it has made it better.” Through the analysis of emerging themes, this paper also highlights community engagement strategies and challenges in addressing educational equity.

Scholarly Significance
The significance of this paper is twofold. First, it builds on the scholarship concerning the policy making process to better understand the role of community engagement in issues of equity at the district level. Secondly, by identifying advocacy efforts and strategies of community engagement in three school districts, this research has the potential to provide helpful tools for district leaders committed to expanding opportunities for EBs and other historically underserved communities.

Author

• Carrie Sampson, Arizona State University - West