Exploring the multidimensional constructs of transformative school–community collaboration from a critical paradigm

Abstract

School–community collaboration has become an important approach to enhancing the quality of services to meet the multifaceted needs of students. However, there is little understanding of how to create and maintain successful school–community collaboration. Drawing on a critical paradigm, this study developed a comprehensive framework for transformative school–community collaboration (TSCC) and developed a valid scale to assess the major dimensions of TSCC. Using school survey data, an exploratory factor analysis identified four multidimensional constructs: (a) critical member capacity representing members' organizing, interpersonal, and critical analysis skills, (b) equal relations with respect to joint membership, interaction, and outcome distribution, (c) democratic network governance measuring the basic elements of democracy in decision‐making, and (d) empowering coordination reflecting a responsive, flexible, and supportive coordination system. This study also showed that low‐income and urban schools reported significantly lower levels of equal relations and empowering coordination. The developed scale can be used as an evaluation tool that monitors and evaluates school–community collaboration ensuring equal, democratic, and empowering structures and processes. Furthermore, the results of this study suggest practice implications and future research agendas to create and maintain successful school–community collaboration.

Transformative school–community collaboration as a positive school climate to prevent school absenteeism

“…The original scale showed acceptable Cronbach's α for the subscales (ranges: 0.76–0.88) with the Cronbach's α of 0.91 for the entire scale (Kim, 2019). Critical member capacities were measured by four items assessing individual partners’ organizing skills, negotiation skills, advocacy skills, and critical analysis skills.…”

“…Therefore, a paradigm shift has been suggested from individual to comprehensive approaches to addressing various risk and protective factors of school absenteeism to improve student outcomes through strong collaboration between schools, parents, and communities (Ekstrand, 2015; Hendron & Kearney, 2016; Kearney, 2016). Although there is no unified definition of school‐community collaboration, it can be broadly defined as an ongoing process of working together between schools, parents, and communities to accomplish mutual goals with a specific focus on student learning and development (Kim, 2017). Schools and community agencies are traditionally important members of the school‐community collaboration.…”

“…This research gap warrants the current study to identify the core dimensions of successful school–community collaboration and examine their effects on school absenteeism. We attempt to achieve the main purposes of this study based on the concept of transformative school–community collaboration (TSCC) originally developed by Kim (2017). Drawing on a critical paradigm and relevant theories, TSCC is a value‐laden framework for school–community collaboration that encompasses multiple dimensions at the individual, relational, and structural levels to transform schools and communities: critical member capacities, equal relations, and democratic and empowering structures.…”

“…However, many students and their families, especially those who are historically marginalized, are often disempowered and excluded from decision‐making in schools (Bryan & Henry, 2012). Kim (2017) demonstrated that TSCC was beneficial for enhancing the active engagement of students and their families in school activities. Therefore, TSCC may allow schools to share power with students and families in developing, implementing, and evaluating school‐based programs for school absenteeism.…”

Counseling Psychology and the Amelioration of Oppression: Translating Our Knowledge Into Action

“…Scholars in the field of social work have begun to outline frameworks that draw from critical theory, empowerment theory, and social justice theory (J. Kim, 2019) to promote more equitable and fruitful engagement that balances individual support with structural change-oriented solutions. Interdisciplinary research, advocacy, and practice teams may also appeal to grant funding sources and allow for the reallocation of resources toward these collective efforts.…”