"It’s a great partnership!” A Mixed-Methods Case Study of an African American Teacher in an Urban Full-Service Community School
Loading...
Links to Files
Permanent Link
Author/Creator
Author/Creator ORCID
Date
Department
Program
Citation of Original Publication
Mavis G. Sanders, “It’s a great partnership!” A Mixed-Methods Case Study of an African American Teacher in an Urban Full-Service Community School,2021 Annual Meeting of the American Educational Research Association, Journal of Negro Education(2023)
Rights
This item is likely protected under Title 17 of the U.S. Copyright Law. Unless on a Creative Commons license, for uses protected by Copyright Law, contact the copyright holder or the author.
Subjects
Abstract
Research provides clear and compelling evidence of the positive short and long-term effects that African American teachers have on African American students’ educational experiences and outcomes (see, for example, Egalite et al., 2015; Gershenson et al., 2017, Klopfenstein, 2005; Lindsay & Hart, 2017; Redding 2019). Likewise, full-service community schools (FSCSs) are a promising strategy to transform education for African American students in underserved communities (Galindo & Sanders, 2019). FSCSs are characterized by culturally and community responsive learning opportunities, partnerships with students’ families and
communities, integrated social welfare and health services, community development, and an inclusive, equity approach to school leadership (Blank et al., 2003; Oakes et al., 2017). These characteristics align with the empirically identified values and attributes of African American teachers (Kohli & Pizarro, 2016). To explore this alignment, the present study draws on survey, observation, and interview data collected from an effective African American female teacher in an award-winning urban FSC high school. It addresses the following research questions: How do the focal teacher’s values and attributes align with the defining principles of FSCSs, and how has the FSC high school affected her professional growth and praxis? Implications of the study’s findings for expanding the knowledge base on African American teachers, FSCSs, and African American students’ development and educational success are discussed.