Examining School Leader Development and Sustainment of School-Community-Family Partnerships in Urban-Area Schools

• In Event: 51.079 - MTCC Roundtable Session 22
  In Roundtable Session: 51.079-9 - The Dynamic Role of Principals and Staff in School Climate and Culture

Abstract

This paper examines how principals in urban schools develop and sustain school-community-family partnerships. School-community-family partnerships are highlighted due to their focus on creating a community-inclusive school culture for improved student engagement in their learning. Urban education is defined following Richard H. Milner’s (2012) definition of Urban Intensive and Urban Emergent focusing on students experiencing hardship related to poverty, housing, transportation. This paper specifically focuses on areas with high amounts of students of color. The paper examines the development of school-community-family partnerships in urban areas through the lens of the Opportunity Gap Framework as initiated by Milner (2012). Using the opportunity gap lens, I examine how principals can build community-inclusive school cultures through reciprocated relationships with families and community-based organizations.

Author

• Briana Coleman, Michigan State University