Laying the Groundwork: The Constant Gardening of Community—University— School Partnerships for Postsecondary Access and Success

Abstract

Collaborative efforts between school districts and higher education institutions to address access, retention, and achievement issues for underrepresented students have grown in recent years. Yet many of these university or school district-led efforts possess limited understanding of the community context for systemic change, and engage community stakeholders in limited ways. This article illuminates a national initiative's efforts to develop local partnerships led by community organizations to influence systemic change in K-12 and higher education institutions around postsecondary access and success. ResumenEsfuerzos colaborativos entre distritos escolares e instituciones de educación superior enfocados en asuntos de acceso, retención y aprovechamiento de estudiantes de baja representación han crecido en años recientes. Sin embargo, muchos de estos esfuerzos dirigidos por universidades o distritos escolares poseen un entendimiento limitado del contexto cultural de cambio sistémico, y tienen limitado compromiso de los líderes comunitarios. Este artículo ilumina los esfuerzos de una iniciativa nacional para desarrollar asociaciones locales dirigidas por organizaciones comunitarias para influenciar cambio sistémico en Preescolar-Preparatoria e instituciones de educación superior sobre acceso y éxito universitario.

Leadership Development for Latino Community Emancipation: An Integrative Approach in Social Work Education

“…With greater acceptance of new qualitative methodologies, and a stronger presence of minority scholars studying college access and success for underrepresented students, other questions are being asked and more culturally responsive findings are being produced regarding what works, and what does not, with Latino/a students to facilitate their development as leaders (Collins, Weinbaum, Ramon, & Vaughan, 2009;Miller & Garcia, 2004;Oliva, 2008, Ramirez, 2006. In addition, due to the socioeconomic needs of surrounding Latino communities, there is an increased demand for social work leaders who can collaborate with these and other Latino communities throughout the nation.…”

Crossing Cultural Borders: La Clase Mágica as a University–School Partnership

“…The scholarship on preK-20 initiatives is relevant to the frame of our study. The preK-20 initiative describes an effort from a variety of entities to create more collaboration and teamwork among educational systems at all levels (Collins et al, 2009;Crawford, Roberts, & Hickmann, 2008;Miller & Hafner, 2008;Morán, Cooper, López, & Goza, 2009). From preschool through graduate school, preK-20 initiatives seek to support, encourage, and ensure the success of students on their academic, professional, and personal journeys.…”

“…From preschool through graduate school, preK-20 initiatives seek to support, encourage, and ensure the success of students on their academic, professional, and personal journeys. Entities in the preK-20 initiative can include educational groups like preK-12 schools, universities, and institutions of higher education (Collins et al, 2009;Miller & Hafner, 2008;Nuñez & Oliva, 2009;Oliva, 2009).…”

“…The preK-20 initiative emerged in part from the need to create greater access and smoother transitions for students of color and traditionally marginalized groups from preK-12 to higher education systems (Aguirre & Martínez, 2006;Collins et al, 2009;Nuñez & Oliva, 2009;Zusman, 2005).The goals of preK-20 initiatives are twofold: provide greater access to higher education for students and restructure the ways in which educational, governmental, and other entities interact to foster and ensure success for students (Aguirre & Martínez, 2006;Chang, Altbach, & Lomotey, 2005;Shoho, Merchant, & Lugg, 2005;Zusman, 2005). In considering the perspective of students and families, the better social and academic support that schools and other organizations can create for students, the more success these will foster.…”

“…La Clase Mágica at the UTSA (LCM@UTSA) is designed to promote the academic achievement of bilingual Latino/a elementary-age students, particularly in the areas of bilingualism, biliteracy, and technology (for a detailed description of La Clase Mágica [LCM], see Vásquez, 2003). Informed by scholarship on transformative leadership for social justice, cultural work in educational leadership, and research on preK-20 collaborations (Collins, Weinbaum, Ramón, & Vaughan, 2009;López, González, & Fierro, 2006;Marshall & Oliva, 2010), our research study specifically examines the views and perspectives of a Latino principal and a Latina assistant superintendent who are key stakeholders in the project's implementation. Primarily, we analyze interviews conducted with an assistant superintendent of River City Independent School District (ISD) and the principal of Los Arboles Elementary School.…”