Partnering with schools for community development: Power imbalances in rural community collaboratives addressing childhood adversity

References

• Bauch, P. (2001). School-community partnerships in rural schools: Leadership, renewal, and a sense of place. Peabody Journal of Education, 76(2), 204–221. doi:10.1207/S15327930pje7602_9
   Google Scholar
• Benford, R.D., & Snow, D.A. (2000). Framing processes and social movements: An overview and assessment. Annual Review of Sociology, 26(1), 611–639. doi:10.1146/annurev.soc.26.1.611
   Web of Science ®Google Scholar
• Boyd, C.P., Hayes, L., Wilson, R.L., & Bearsley-Smith, C. (2008). Harnessing the social capital of rural communities for youth mental health: An asset-based community development framework. Australian Journal of Rural Health, 16(4), 189–193. doi:10.1111/j.1440-1584.2008.00996.x
   PubMed Web of Science ®Google Scholar
• Brennan, M.A., & Israel, G.D. (2008). The power of community. Community Development, 39(1), 82–98. doi:10.1080/15575330809489743
   Google Scholar
• Budge, K.M. (2010). Why shouldn’t rural kids have it all? Place-conscious leadership in an era of extralocal reform policy. Education Policy Analysis Archives, 18(1), 1–22.10.14507/epaa.v18n1.2010
   PubMedGoogle Scholar
• Charmaz, K. (2006). Constructing grounded theory: A practical guide through qualitative research. Thousand Oaks, CA: Sage.
   Google Scholar
• Corbett, M. (2007). Learning to leave: The irony of schooling in a coastal community. Nova Scotia: Fernwood Publishing Ltd.
   Google Scholar
• Durkin, C. (2016). Social entrepreneurship: A skills approach. New York, NY: Policy Press.
   Google Scholar
• Emery, M., & Flora, C. (2006). Spiraling-up: Mapping community transformation with community capitals framework. Community Development, 37(1), 19–35. doi:10.1080/15575330609490152
   Google Scholar
• Entman, R.M. (1993). Framing: Toward clarification of a fractured paradigm. Journal of Communication, 43(4), 51–58. doi:10.1111/j.1460-2466.1993.tb01304.x
   Web of Science ®Google Scholar
• Evans, G.W., & Kim, P. (2013). Childhood poverty, chronic stress, self-regulation, and coping. Child Development Perspectives, 7(1), 43–48.10.1111/cdep.12013
   Web of Science ®Google Scholar
• Fiske, S.T., & Taylor, S.E. (1991). Social cognition. New York, NY: McGraw-Hill.
   Google Scholar
• Florin, P., & Wandersman, A. (1990). An introduction to citizen participation, voluntary organizations, and community development: Insights for empowerment through research. American Journal of Community Psychology, 18(1), 41–54. doi:10.1007/BF00922688
   Web of Science ®Google Scholar
• Foster-Fishman, P.G., Berkowitz, S.L., Lounsbury, D.W., Jacobson, S., & Allen, N.A. (2001). Building collaborative capacity in community coalitions: A review and integrative framework. American Journal of Community Psychology, 29(2), 241–261. doi:10.1023/A:1010378613583
   PubMed Web of Science ®Google Scholar
• Gerstl-Pepin, C.I. (2006). The paradox of poverty narratives: Educators struggling with children left behind. Educational Policy, 20(1), 143–162. doi:10.1177/0895904805285285
   Web of Science ®Google Scholar
• Goffman, E. (1974). Frame analysis: An essay on the organization of experience. Cambridge, MA: Harvard University Press.
   Google Scholar
• Gorski, P. (2013). Reaching and teaching students in poverty: Strategies for erasing the opportunity gap. New York, NY: Teachers College Press.
   Google Scholar
• Green, T.L. (2017). Community-based equity audits: A practical approach for educational leaders to support equitable community-school improvements. Educational Administration Quarterly, 53(1), 3–39. doi:10.1177/0013161X16672513
   Web of Science ®Google Scholar
• Hair, N.L., Hanson, J.L., Wolfe, B.L., & Pollak, S.D. (2015). Association of child poverty, brain development, and academic achievement. JAMA Pediatrics, 169(9), 822–829. doi:10.1001/jamapediatrics.2015.1475
   PubMed Web of Science ®Google Scholar
• Horsford, S.D., & Sampson, C. (2014). Promise neighborhoods: The promise and politics of community capacity building as urban school reform. Urban Education, 49(8), 955–991. doi:10.1177/0042085914557645
   Web of Science ®Google Scholar
• Johnson, S.B., Riley, A.W., Granger, D.A., & Riis, J. (2013). The science of early life toxic stress for pediatric practice and advocacy. Pediatrics, 131(2), 319–327. doi:10.1542/peds.2012-0469
   PubMed Web of Science ®Google Scholar
• Keth, N.Z. (1996). Can urban school reform and community development be joined? The potential of community schools. Education and Urban Society, 28(2), 237–268. doi:10.1177/0013124596028002008
   Web of Science ®Google Scholar
• LeBer, M.J., & Branzei, O. (2010). (Re)forming strategic cross-sector partnerships: Relational processes of social innovation. Business & Society, 49, 140–172. doi:10.1177/0007650309345457
   Web of Science ®Google Scholar
• Luby, J., Belden, A., Botteron, K., Marrus, N., Harms, M.P., Babb, C., … Barch, D. (2013). The effects of poverty on childhood brain development: The mediating effect of caregiving and stressful life events. JAMA Pediatrics, 167(12), 1135–1142. doi:10.1001/jamapediatrics.2013.3139
   PubMed Web of Science ®Google Scholar
• Mathie, A., & Cunningham, G. (2003). From clients to citizens: Asset-based community development as a strategy for community-driven development. Development in Practice, 13(5), 474–486. doi:10.1080/0961452032000125857
   Google Scholar
• Mersky, J.P., Topitzes, J., & Reynolds, A.J. (2013). Impacts of adverse childhood experiences on health, mental health, and substance use in early adulthood: A cohort study of an urban, minority sample in the U.S. Child Abuse & Neglect, 37(11), 917–925. doi:10.1016/j.chiabu.2013.07.011
   PubMed Web of Science ®Google Scholar
• Mette, I.M., & Stanoch, J. (2016). School turnaround: A rural reflection of reform on the reservation and lessons for implementation. The Rural Educator, 37(2), 1–12.
   Google Scholar
• Miller, P.M., Scanlan, M.K., & Phillippo, K. (2017). Rural cross-sector collaboration: A social frontier analysis. American Educational Research Journal, 54(1), 193–215. doi:10.3102/0002831216665188
   Google Scholar
• Noguera, P.A. (2015). Broadening our approach to educating children in poverty. Kappa Delta Pi Record, 51(1), 7–9. doi:10.1080/00228958.2017.1334475
   Google Scholar
• Nowell, B. (2010). Out of sync and unaware? Exploring the effects of problem frame alignment and discordance in community collaboratives. Journal of Public Administration Research and Theory: J-PART, 20(1), 91–116. doi:10.1093/jopart/mup006
   Web of Science ®Google Scholar
• Parent, F.D., & Lewis, B.L. (2003). The concept of social exclusion and rural development policy. Southern Rural Sociology, 19(2), 153–175.
   Google Scholar
• Payne, A.A., & Welch, K. (2015). Restorative justice in schools: The influence of race on restorative discipline. Youth & Society, 47(4), 539–564. doi:10.1177/0044118X12473125
   Web of Science ®Google Scholar
• Rittel, H.W.J., & Webber, M.M. (1973). Dilemmas in a general theory of planning. Policy Sciences, 4(2), 155–169. doi:10.1007/BF01405730
   Web of Science ®Google Scholar
• Ryan, T.G., & Ruddy, S. (2015). Restorative justice: A changing community response. International Electronic Journal of Elementary Education, 7(2), 253–262.
   Google Scholar
• Sanders, M.G., & Lewis, K.C. (2005). Building bridges toward excellence: Community involvement in high schools. The High School Journal, 88(3), 1–9. doi:10.1353/hsj.2005.0005
   Google Scholar
• Schafft, K.A. (2016). Rural education as rural development: Understanding the rural school–community well-being linkage in a 21st-century policy context. Peabody Journal of Education, 91(2), 137–154. doi:10.1080/0161956X.2016.1151734
   Google Scholar
• Schafft, K.A., & Biddle, C. (2013). Place and purpose in public education: School district mission statements and educational (dis) embeddedness. American Journal of Education, 120(1), 55–76. doi:10.1086/673173
   Web of Science ®Google Scholar
• Shonkoff, J.P., Garner, A.S., Siegel, B.S., Dobbins, M.I., Earls, M.F., McGuinn, L., … Committee on Early Childhood, Adoption, and Dependent Care. (2012). The lifelong effects of early childhood adversity and toxic stress. Pediatrics, 129(1), 232–246. doi:10.1542/peds.2011-2663
   PubMed Web of Science ®Google Scholar
• Smith, J., Wohlstetter, P., Kuzin, C.A., & De Pedro, K. (2011). Parent involvement in urban charter schools: New strategies for increasing participation. School Community Journal, 21(1), 71.
   Google Scholar
• Southgate, E., Reynolds, R., & Howley, P. (2013). Professional experience as a wicked problem in initial teacher education. Teaching and Teacher Education, 31, 13–22. doi:10.1016/j.tate.2012.11.005
   Web of Science ®Google Scholar
• Tieken, M.C. (2014). Why rural schools matter. Chapel Hill, NC: UNC Press Books.10.5149/northcarolina/9781469618487.001.0001
   Google Scholar
• Zald, M. (1996). Culture, ideology and strategic framing. In D. McAdam, J.D. McCarthy, & M. Zald (Eds.), Comparative perspectives on social movements: Political opportunities, mobilizing structures, and cultural framings (pp. 261–274). New York, NY: Cambridge University Press.10.1017/CBO9780511803987
   Google Scholar