Redefining Community in Reality: Latine and Black Students’ Vision of School and Community Engagement

• In Event: AERA Roundtable Session Wednesday 9:00 am Four Seasons Ballroom 2-3
  In Roundtable Session: Latine Students Righting the Wrongs in and for Their Schools and Communities (Table 3)

Abstract

The discourse on school and community engagement frequently highlights the importance of collaborative efforts in fostering student success. However, there is often a dissonance between theoretical perspectives on engagement and their practical applications, particularly for Latine and Black urban public high school students. National and state level surveys, including this case study’s data, validate this disconnectedness (Fine, 2023; Hanson & Pugliese, 2020; Kosicw et al., 2020). This study investigates students' perceptions regarding school and community collaborations in supporting their educational journeys, and aims to identify key factors that contribute to effective engagement and propose reparative and actionable strategies drawn from the students' lived experiences.
Warren et al.'s (2009) Community Based Relational Approach, Rodriguez's (2016) theory of student engagement and Institutionally Responsive Pedagogies, Critical Race Theory (CRT) Delgado et al. (2012), Anyon’s (1980), and Crenshaw et al.’s (1995) works are utilized as a basis for inclusivity of minoritized student voices. This synthesized framework prioritizes the voices of minoritized students by reflecting on their lived realities within educational settings and critically examining their perceptions of institutional and social processes.
The researchers utilize a case study qualitative methodology to explore student perceptions of school and community engagement. This approach allows for in-depth understanding and contextual analysis of student experiences (Merriam & Tisdell, 2015). Through empathetic engagement with their perspectives and identities, this case study uncovers the nuanced ways school and community interactions influence students' academic and personal development by foregrounding students' voices through the Grow Your Own (GYO) program coursework.
Out of 177 GYO student interviews recorded over a ten-year period, of which 90% represent Latine and Black students, 20 interviews that frequently addressed school and community engagement were analyzed. The data analysis combined constant comparative analysis and content analysis (Saldaña, 2021). Open coding broke down the data into discrete parts, followed by constant comparison to ensure consistent coding reflective of common themes generated by student responses. Axial coding refined these categories, and selective coding identified a core category to integrate all others.
The results indicate a significant gap between theoretical concepts of school and community engagement and their practical application. Students recognized the potential benefits of collaborative efforts, and they often felt that these initiatives were not effectively implemented or sustained. Key factors included the need for genuine relationships between educators and community members, intentional advocacy and resource supports, improved communication practices, and active involvement and engagement of parents and community in educational processes.
By centering students' lived experiences, this study provides valuable insights into the specific needs and challenges faced by our Latine and Black students. This research contributes to the broader discourse on educational equity and offers practical recommendations for educators, school administrators, families, and community leaders to improve engagement practices. This study elucidates the critical practical necessities in bridging the gap with theoretical understanding of school and community engagement, emphasizing the need for more trust-building strategies to support urban public high school students of Color based on their lived experiences.

Authors

• Andrew Dutch, University of Colorado - Denver

• Fagana Samadova Stone, University of Colorado - Denver

• Paula Gallegos, University of Colorado - Denver