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Examining Parents' Perceptions of Community School Partnerships to Inform Educational Leaders

Wolak, Caitlin
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Thesis/Dissertation
Date
2024-05
Advisor
Stull, Judith C., 1944-
Committee member
Cordes, Sarah A.
Bauerle Bass, Sarah
DuCette, Joseph P.
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Department
Policy, Organizational and Leadership Studies
Subject
Educational leadership
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http://hdl.handle.net/20.500.12613/10204
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Wolak_temple_0225E_15609.pdf
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DOI
http://dx.doi.org/10.34944/dspace/10166
Abstract
Community-school partnerships provide an avenue to ensure all students and families have the information, skills, and resources that they need to be successful, especially those in low-income and marginalized communities (Blank et al., 2012; Maier et al., 2017). While they are a tenant in all school districts, the availability and accessibility of community school partnerships vary. This study gave parents a voice by exploring the successes and challenges of accessing and using information and resources embedded in community school partnerships. A sample of parents with a child or children in a New Jersey public school completed a 65-item survey about parents’ perceptions of community school partnerships including information sharing, school climate, confidence and knowledge in obtaining resources, and parents’ social networks. There were statistically significant differences in parents’ perceptions of community school partnerships based on race and social capital. Results from regression analysis showed parent social capital, school climate, and school communication have the largest effect on parents’ beliefs about effective community school partnerships. Perceptual mapping was used to identify key messages educational leaders should integrate into future communication or school initiatives to increase access and use. This study provided insight into parents’ perceptions of community school partnerships. Educational leaders can utilize the findings of this study to expand and strengthen community school partnerships that are responsive to the needs of all families.
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