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Equity Partnerships
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Equity Partnerships
A Culturally Proficient Guide to Family, School, and Community Engagement



October 2019 | 176 pages | Corwin

How often do you hear, “The only parents who showed were the parents who didn’t need to be here.”

But how often do you consider time of day, lack of child care, cost of dinner, transportation, lan­guage of the presentation, even relevance of the topic—all real-world barriers for families of our historically underserved students.

Here at last is a resource that will open up access and reveal all-new ways to forge more culturally inclusive partnerships with families and communities . . .  partnerships that extend well beyond parent-teacher conferences, PTA meetings, and the occasional bake sale.

The two big services Equity Partnerships provides? Using the Tools of Cultural Proficiency, you’ll

  1. Discover new concepts and strategies to engage families and communities—and reduce, if not eliminate, barriers--through four essential principles: communication, connection, collaboration, and community
  2. Engage in frequent opportunities to reflect on your own assumptions and values, then collaborate with colleagues to co-create systemic practices and policies for devising, implementing, and assessing family and community engagement actions in your schools and districts

We know inherently that family and community engagement is critical to the success of our stu­dents. Let Equity Partnerships be your go-to tool for breaking down the walls that for too long have limited all of us.

“Raising the next generation is a shared responsibility and privilege. These authors have been first responders for decades by pro­moting Cultural Proficiency as a means to ensure equity and access for all. In Equity Partnerships, they identify the powerful and critical link of family, school, and community engage­ment to strengthen families, build community support, and increase student success.” 

--TRUDY ARRIAGA, Associate Dean for Equity and Outreach, California Lutheran University, and Coauthor of Opening Doors






 
FOREWORD BY TRUDY T. ARRIAGA
 
ACKNOWLEDGMENTS
 
ABOUT THE AUTHORS
 
Introduction
 
PART I. THE BASICS OF CULTURAL PROFICIENCY AND ENGAGEMENT
 
CHAPTER 1. The Cultural Proficiency Framework: Tools for Family, School, and Community Engagement
Overcoming the Barriers to Cultural Proficiency

 
The Guiding Principles of Cultural Proficiency

 
The Cultural Proficiency Continuum

 
The Essential Elements of Cultural Proficiency

 
The Family, School, and Community Engagement Rubric

 
Going Deeper Reflection

 
Going Deeper Dialogic Questions

 
Summary

 
Looking Ahead: Chapter 2

 
 
CHAPTER 2. The Why of Engagement
Changing Times and Terminology

 
Informed by Related Studies: From Strain to Inclusion

 
What Parents Want to Know and What Parents Want Educators to Know

 
Benefits of Partnering for All

 
Family and Community Engagement and Link to Student Achievement

 
Culturally Proficient Leadership and Engagement

 
A Moral Imperative and Shared Responsibility for Creating Culturally Proficient Engagement

 
Our Why

 
Going Deeper Reflection

 
Going Deeper Dialogic Questions

 
Summary

 
Looking Ahead: Chapter 3

 
 
CHAPTER 3. The Moral Imperative for Partnerships: Historical, Legal, and Educational Policy Contexts
Family, School, and Community Engagement Has Evolved Over Time

 
Twentieth Century and Beyond

 
Federal and State Court Decisions and Legislative Actions That Foster Family, School, and Community Partnerships

 
Educational Rationale for Family, School, and Community Engagement

 
Importance of Educational Research in Building Family, School, and Community Engagement in Diverse Communities

 
Going Deeper Reflection

 
Going Deeper Dialogic Questions

 
Summary

 
Looking Ahead: Chapter 4

 
 
PART II. EMBRACING TO ENGAGE
 
CHAPTER 4. How Cultural Proficiency Intersects With Family Engagement
Alignments

 
Cultural Proficiency’s Guiding Principles Provide a Moral Base for Essential Elements

 
Using Our Assets of Moral Authority, Reflection, and Dialogue

 
Guiding Principles of Cultural Proficiency: Surfacing Our Assumptions, Beliefs, and Values

 
Being Intentional in Valuing Students’ Cultures as Assets

 
Valuing Leads to Doing

 
Constantino’s Five Simple Principles

 
Dual Capacity-Building Framework

 
Dialogic Questions

 
Summary

 
Looking Ahead: Chapter 5

 
 
CHAPTER 5. The 7 Cs of Engagement
Collaboration

 
Communication

 
Caring

 
Culture

 
Community

 
Connectedness

 
Collective Responsibility

 
Going Deeper Reflection

 
Going Deeper Dialogic Questions

 
Courageous Engagement

 
Summary

 
Looking Ahead: Chapter 6

 
 
PART III. FROM MARGINALIZATION TO INCLUSION
 
CHAPTER 6. Barriers to Family, School, and Community Engagement
Barriers to Cultural Proficiency

 
Barriers to Family, School, and Community Engagement

 
Author’s Analysis

 
Using the Family, School, and Community Engagement Rubric

 
Author’s Analysis

 
Using the Family, School, and Community Engagement Rubric

 
Author’s Analysis

 
Using the Family, School, and Community Engagement Rubric

 
Author’s Analysis

 
Using the Family, School, and Community Engagement Rubric

 
Going Deeper Reflection

 
Going Deeper Dialogic Questions

 
Summary

 
Looking Ahead: Chapter 7

 
 
CHAPTER 7. The Guiding Principles Foster Essential Elements as Educator and School Action
From Barriers to Constructive Action

 
Essential Elements

 
Essential Elements

 
Essential Elements

 
Essential Elements

 
Going Deeper Reflection

 
Going Deeper Dialogic Questions

 
Summary

 
Looking Ahead: Chapter 8

 
 
PART IV. COMMIT TO ACTION
 
CHAPTER 8. The 8th C—Commit to Action
Building Family and Community Capacity

 
Using Pre-assessments to Get Started

 
Planning to Plan

 
From Negative to Constructive

 
Your Cultural Proficiency Family, School, and Community Engagement Action Plan

 
Components of a Culturally Proficient Family, School, and Community Engagement Plan

 
Summary

 
Looking Ahead: Chapter 9

 
 
CHAPTER 9. Resources: Culturally Proficient Planning for Inclusive Partnering and Capacity Building
Resources: Inclusive Partnering and Capacity Building Learning Strategies

 
Academic Parent-Teacher Teams (APTT)

 
Parent/Family Universities

 
Community-Based Organizing Efforts

 
Resources: Technology Supported Strategies

 
Resources: Practical Learning Strategies

 
Summary

 
Be Intentional About It

 
 
RESOURCE A: BOOK STUDY GUIDE
 
RESOURCE B: CULTURAL PROFICIENCY BOOKS’ ESSENTIAL QUESTIONS
 
RESOURCE C: AUTHORS, ORGANIZATIONS, AND WEBSITES
 
REFERENCES
 
INDEX

“Raising the next generation is a shared responsibility and privilege. These authors have been first responders for decades by pro­moting Cultural Proficiency as a means to ensure equity and access for all. In Equity Partnerships, they identify the powerful and critical link of family, school, and community engage­ment to strengthen families, build community support, and increase student success.”

Trudy Arriaga, Associate Dean for Equity and Outreach
California Lutheran University, and Coauthor of Opening Doors

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Angela R. Clark-Louque

Dr. Angela Clark-Louque is Professor and Department Chair of Educational Leadership and Technology at California State University, San Bernardino.  She has served in several educational capacities during her career.  This year, she was chosen as the Outstanding Faculty in Research and Scholarly Activities and in 2015 she was the Outstanding Faculty in Teaching   At the university level, she has served as an associate dean of academic affairs, director of graduate studies, department chair of doctoral studies, director of educational administration, and director of teacher education.  At the community college level,... More About Author

Randall B. Lindsey

Randall B. Lindsey is Emeritus Professor at California State University, Los Angeles. He has served as a teacher, an administrator, executive director of a non-profit corporation, as Interim Dean at California Lutheran University, as Distinguished Educator in Residence at Pepperdine University, and as Chair of the Education Department at the University of Redlands. Prior to that he served for seventeen years at California State University, Los Angeles in the Division of Administration and Counseling. All of Randy’s experiences have been in working with diverse populations and his area of study is the behavior of white people in... More About Author

Reyes Limon Quezada

Dr. Reyes L. Quezada was born in San Juan De Los Lagos, Jalisco, Mexico. His family of 8 immigrated to the United States and settled in Southern California in a farm near the Mexican border by Brawley. He was seven years old.  His father was a farmworker and participated in the Bracero Program (Guest worker) in the early 1960’s, his mother was a stay home mom who provided a caring and loving environment for his brothers and sisters. He has been a teacher, community college counselor and teacher educator for the past thirty-eight years, twenty of those years as a professor.  He joined the University of San Diego, San Diego... More About Author

Cynthia L. Jew

Cynthia L. Jew, Ph.D. is a professor at California Lutheran University in Thousand Oaks, CA. Dr. Jew teaches in the Counselor Education program focusing on Field Experiences and School Systems as she prepares School Counselors.  She is co-author of Culturally Proficient Inquiry: A Lens for Identifying and Examining Education Gaps (Corwin, 2008) and Culturally Proficient schools: All means All. (Corwin 2017) She also serves as a consultant to the Santa Clarita Valley International Charter schools focusing on the areas of Student Support and Inclusiveness.  She is a Licensed Psychologist and Certified School... More About Author

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ISBN: 9781544324159
$29.95