Fostering Educational Resilience and Opportunities in Urban Schools Through Equity-Focused School–Family–Community Partnerships

Abstract

Over the past two decades, research on urban schools has focused predominantly on achievement gaps. However, achievement gaps exist because of gaps in opportunities for urban, low-income, and racially/ethnically diverse students. Partnerships among schools, families, and communities can provide the enrichment opportunities, support, resources, and programs that students need to be educationally resilient despite adversity. School counselors are in a unique position to promote resilience through equity-focused school–family–community partnerships and parent/family–school compacts based on empowerment, democratic collaboration, social justice, and strengths-based principles. This article describes a step-by-step, equity-focused partnership model that school counselors can implement as part of their school counseling program.

Home, school, and community factors that contribute to the educational resilience of urban, African American high school graduates from low-income, single-parent families

“…This is especially true in urban areas with high concentrations of poverty or unemployment. For instance, low-income urban students are more likely than their suburban or rural peers to be exposed to environments that do not foster educational and economic success, such as poverty, unemployment disparities; gang violence; under-resourced neighborhoods; homelessness; frequent mobility; inadequate educational experiences, and limited resources and services (Bryan, 2005;Chau, Thampi, & Wight, 2010). These urban students are also more frequently educated in schools with fewer certified teachers; less-rigorous curriculum, less access to technology (Barton & Coley, 2009); less parental involvement in education, both at the school and in the home; fewer social support networks (Brady-Smith, Fauth, & Brooks-Gunn, 2003;Evans, 2004;Moore, Redd, Burkhauser, Mbwana, & Collins, 2009); lower per pupil expenditures; lower teacher expectations concerning their academic performance (Barton, 2003;Bennett et al, 2004;Carey, 2002); disparities in school-based services and resources; and less access to books, computers, and other devices that stimulate or improve learning (Evans) in comparison to their suburban and rural peers (Barton; Bennett et al; Carey).…”

A national study

“…There is evidence that school counselors believe that SFC partnerships are important (e.g., Bryan, 2005;Bryan & Holcomb-McCoy, 2004Dimmitt, 2003;Simcox, Nuijens, & Lee, 2006). Holcomb-McCoy (2004, 2007) examined school counselors' perceptions of partnerships and their studies suggest that in spite of a range of obstacles, such as administrative tasks, too many roles and functions, time limitations for developing and implementing partnership programs, school counselors believed in the efficacy of collaborative partnership programs.…”

“…Partnerships among school stakeholders are especially relevant for school counselors who find themselves in the position to implement wide-ranging solutions to various issues (e.g., homelessness, poverty, academic failure, school alienation) that many students encounter (Bryan, 2005). School counselors reported that partnerships with multiple stakeholders often result in innovative solutions to complex student problems (Bryan & Henry, 2008).…”

“…In the literature, the following variables are documented to affect SFC partnerships: collaborating, coordinating, teaming with and training others (Baker et al, 2009;Bryan, 2005;Epstein, 1995Epstein, , 2001Epstein & Van Voorhis, 2010;Taylor & Adelman, 2000); training in partnerships (Bryan & Griffin, 2010;Bryan & Holcomb-McCoy, 2006Clark & Amatea, 2004;Hiatt-Michael, 2006 Christenson & Sheridan, 2001;Mitchell & Bryan, 2007); attitudes about families (Chavkin & Williams, 1987;Christenson & Sheridan, 2001;Comer, 1988;Cotton & Wikelund, 1989;Epstein, 1991;Lott & Rogers, 2005;Holcomb-McCoy, 2000Schwallie-Giddis et al 2004);…”

“…With results drawn from a nationally representative sample of 916 school counselors and using the quantitative data analyses method, this study offers far-reaching implications for school counselor training (e.g., the importance of recruiting bilingual school professionals), considering the issues of students and families whose first language is not English. A few studies addressed school counselor general training in SFC partnerships (e.g., Bryan, 2003;Bryan & Holcomb-McCoy, 2004Bryan & Griffin, 2010 Bryan, 2005;Bryan & Henry, 2008;Griffin & Steen, 2010;Holcomb-McCoy, 2007;Mitchell & Bryan, 2007).…”