Advancing or Inhibiting Equity: The Role of Racism in the Implementation of a Community Engagement Policy

Daramola, Eupha Jeanne; Marsh, Julie A.; Allbright, Taylor N.

doi:10.1080/15700763.2022.2066546

Cited by 5 publications

(2 citation statements)

References 104 publications

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“…Thus, our data indicate a lack of stakeholder interest was perhaps not a real but perceived obstacle. (Other research indicates subtle and not-so-subtle forms of racism may have also prevented some of these stakeholders from acting on their interest [Daramola et al, 2022]. )…”

Section: Resultsmentioning

confidence: 99%

Consistency and Change: Districts’ Efforts to Engage Stakeholders Over Time

Hall

Marsh

Daramola

2023

Teachers College Record: The Voice of Scholarship in Education

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Background: Across families from all backgrounds, and for all students, when parents and the broader community engage in sustained systematic program improvements, schools and districts are more likely to focus on and maintain improvements. As a result, federal and state lawmakers have implemented engagement mandates. The ways in which these mandates are interpreted and implemented influence the success of the engagement practices. Research Design: We conducted a comparative case study and analyzed state representative survey data. Research Questions: How has Local Control Funding Formula (LCFF) local engagement played out over time? What has been learned? What may be facilitating and inhibiting “meaningful” engagement? Conclusions: Through the lens of democratic engagement, we find broad community and district leadership support for the ideals of community engagement. However, we also find that community engagement over time has generally lacked both depth and breadth and was specifically constrained for traditionally marginalized communities. Our analysis also identifies outlier districts that have established ways to implement broader and deeper engagement activities that focus on utilizing their communities as assets. Our research suggests that district leaders and educators need greater support to fully realize these democratic processes.

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Section: Resultsmentioning

confidence: 99%

Consistency and Change: Districts’ Efforts to Engage Stakeholders Over Time

Hall

Marsh

Daramola

2023

Teachers College Record: The Voice of Scholarship in Education

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“…For instance, the federal government and the states of California and Colorado have policies mandating community engagement under certain circumstances. How-ever, these policies do not provide specific details on how districts should engage with their communities, nor do they provide guidance on how districts might develop their capacities to engage in such relationships (Daramola et al, 2023; Marsh & Hall, 2018). Policymakers at both state and federal levels should assist school districts by providing earmarked funds to support professional development in racially equitable school–community partnerships.…”

Section: Discussionmentioning

confidence: 99%

Racially Just Policy Change: Examining the Consequences of Black Education Imaginaries for K–12 Policy

Daramola

2024

Educational Evaluation and Policy Analysis

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This comparative case study examines two out-of-system education programs created by Black community organizers during the 2020–2021 school year. Applying a unique framework based on the Black radical imagination, I examine how the communities experienced these programs and the potential of the programs to shape advocacy and local policy reforms. This critical policy analysis expands our understating of how racially minoritized communities build political power in education systems and offers educators, policymakers, and researchers guidance for advancing racially just policy change at the local level.

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