In this article Gerald Campano, María Paula Ghiso, and Bethany J. Welch explore the role of ethical and professional norms in community-based research, especially in fostering trust within contexts of cultural diversity, systemic inequity, and power asymmetry. The authors present and describe a set of guidelines for community-based research that were developed through collaborative inquiry into an ongoing research partnership with a multilingual and multiethnic Catholic parish and its school and community center. The norms emerged from investigating the reciprocal and recursive relationship between the authors' roles as scholars and practitioners. Campano, Ghiso, and Welch use this illustrative case to provide an example of how professional norms were conceptualized and enacted in an effort to nurture long-term research relationships across institutional and social boundaries. As research from university-community partnerships continues to grow, the authors emphasize the need to make explicit and to consider with greater specificity the ethical dimensions of our research.

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Reconceiving relationships between universities, schools, and community organizations through research-practice partnerships, and building capacity for partnership work, necessarily entails rethinking the mentorship of graduate students. In this article, we describe our findings on what mentorship looks like in a now 9-year RPP focusing on educational equity through participatory approaches. The authors include the two project principal investigators and three doctoral students who participated at different stages of the project, one of whom is now a faculty member. In our analysis, we identify dimensions of a more horizontal form of mentorship, involving qualities and skills that extend beyond traditional practices of academic apprenticeship: universalizing who is an intellectual, cultivating community responsiveness, implementing collective structures and protocols, and constructing a shared vision. Our findings shift conceptions of mentorship from individual apprenticeship into a narrowly defined discipline to a collective undertaking that aims to democratize expertise and enact a new vision of the public scholar.