University–School Partnerships: Successes and Challenges in Designing and Implementing Strategies to Promote Racial Equity

TY - JOUR

T1 - University–School Partnerships

T2 - Successes and Challenges in Designing and Implementing Strategies to Promote Racial Equity

AU - Jones, Tiffany M.

AU - Malorni, Angela

AU - Lea, Charles H.

AU - McCowan, Kristin

AU - Spencer, Michael S.

N1 - Publisher Copyright: © 2022 National Association of Social Workers.

PY - 2023/1/1

Y1 - 2023/1/1

N2 - Research–practice partnerships play an important role in critically examining racial disparities in schools, as well as supporting the immediate adoption of practice improvement. This article outlines the results of a multisite case study with students, teachers, and administrators across two racially and ethnically diverse middle schools in the Pacific Northwest. Using a multisite case study approach (N ¼ 2), authors explored practice challenges and successes in four phases of the research–practice partnership: (1) building the partnership, (2) designing the study, (3) data analysis, and (4) translating the data into action for racial justice. Data sources include field notes, observations, teacher and administrator interviews, and student focus groups. A cross-case synthesis analytical approach was used. Linking these perspectives offers an ecological approach to identifying, understanding, and interrupting racism in schools. Article concludes by discussing the importance of research–practice partnerships for racial justice in schools and the powerful role that student and teacher voices can play in the process.

AB - Research–practice partnerships play an important role in critically examining racial disparities in schools, as well as supporting the immediate adoption of practice improvement. This article outlines the results of a multisite case study with students, teachers, and administrators across two racially and ethnically diverse middle schools in the Pacific Northwest. Using a multisite case study approach (N ¼ 2), authors explored practice challenges and successes in four phases of the research–practice partnership: (1) building the partnership, (2) designing the study, (3) data analysis, and (4) translating the data into action for racial justice. Data sources include field notes, observations, teacher and administrator interviews, and student focus groups. A cross-case synthesis analytical approach was used. Linking these perspectives offers an ecological approach to identifying, understanding, and interrupting racism in schools. Article concludes by discussing the importance of research–practice partnerships for racial justice in schools and the powerful role that student and teacher voices can play in the process.

KW - race and racism

KW - racial disparities

KW - research–practice partnerships

KW - school social work

KW - social justice

UR - http://www.scopus.com/inward/record.url?scp=85193491960&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=85193491960&partnerID=8YFLogxK

U2 - 10.1093/cs/cdac023

DO - 10.1093/cs/cdac023

M3 - Article

SN - 1532-8759

VL - 45

SP - 7

EP - 16

JO - Children and Schools

JF - Children and Schools

IS - 1

ER -