Published In

Educational Policy

Document Type

Pre-Print

Publication Date

2-2024

Subjects

Education -- Research -- Methodology

Abstract

This paper uses a reflective, retrospective case study methodology to analyze data from a 10-year University-Community partnership focused on supporting implementation and improvement of a Prenatal-Grade 3 (P3) system in an elementary school. Using a framework for centering equity in Collective Impact approaches, we analyze the steps we took as research partners/program evaluators to address racial and other inequities while highlighting missed opportunities to better center racial equity in the evaluation and P3 Initiative work. Through our analysis, we seek to identify where and how racial inequities surfaced, to describe how systemic racism influenced the evaluation and P3 Initiative process, and how this served to perpetuate the status quo and prevent transformative systems change. Results speak to opportunities for researchers, funders, and policymakers to identify and disrupt conventionally-accepted approaches to educational research and to work more effectively to advance educational equity for children and their families.

Rights

© Copyright the author(s) 2024

Description

This is the author’s version of a work that was accepted for publication. Changes resulting from the publishing process, such as peer review, editing, corrections, structural formatting, and other quality control mechanisms may not be reflected in this document. Changes may have been made to this work since it was submitted for publication. A definitive version was subsequently published as: Green, B. L., Patterson, L. B., & Houser, C. R. (2024). A Framework for Deepening Racial Equity in Prenatal-Grade Three Systems: Lessons From a 10-Year Reflective Case Study. Educational Policy, 08959048241231957.

DOI

10.1177/08959048241231957

Persistent Identifier

https://archives.pdx.edu/ds/psu/41649

Download

Share

COinS