TY - JOUR
T1 - Bridging the gap between schools and community
T2 - Organizing for family involvement in a low-income neighborhood
AU - Good, Trudy L.
AU - Wiley, Angela R.
AU - Thomas, R. Elizabeth
AU - Stewart, Eric
AU - McCoy, Jon
AU - Kloos, Bret
AU - Hunt, Gladys D.
AU - Moore, Thom
AU - Rappaport, Julian
PY - 1997
Y1 - 1997
N2 - A case study of community psychology consultation illustrates the assessment, collaboration, and organizing activities dictated by an open-systems, ecologically oriented approach to building structures that bridge the gap between school and community. Three types of participation structures are identified: (a) family to school communication; (b) communication among families; and (c) an active, family-run organization. Bridging activities include special event and program planning along with spontaneous "moments of opportunity" that express family and neighborhood interests. The entry, assessment, and development of bridging activities in search for more permanent structures is described in the context of the school district and its historical relation to the neighborhood. Questions addressed include, How can low-income families be involved in schools in ways that benefit both their own empowerment and the well-being of their children? Where do barriers exist for meaningful participation of families in schools? What are the characteristics of meaningful family involvement?
AB - A case study of community psychology consultation illustrates the assessment, collaboration, and organizing activities dictated by an open-systems, ecologically oriented approach to building structures that bridge the gap between school and community. Three types of participation structures are identified: (a) family to school communication; (b) communication among families; and (c) an active, family-run organization. Bridging activities include special event and program planning along with spontaneous "moments of opportunity" that express family and neighborhood interests. The entry, assessment, and development of bridging activities in search for more permanent structures is described in the context of the school district and its historical relation to the neighborhood. Questions addressed include, How can low-income families be involved in schools in ways that benefit both their own empowerment and the well-being of their children? Where do barriers exist for meaningful participation of families in schools? What are the characteristics of meaningful family involvement?
UR - http://www.scopus.com/inward/record.url?scp=0031503583&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=0031503583&partnerID=8YFLogxK
U2 - 10.1207/s1532768xjepc0803_2
DO - 10.1207/s1532768xjepc0803_2
M3 - Article
AN - SCOPUS:0031503583
SN - 1047-4412
VL - 8
SP - 277
EP - 296
JO - Journal of Educational and Psychological Consultation
JF - Journal of Educational and Psychological Consultation
IS - 3
ER -