Exploring the multidimensional constructs of transformative school–community collaboration from a critical paradigm

Abstract

AbstractSchool–community collaboration has become an important approach to enhancing the quality of services to meet the multifaceted needs of students. However, there is little understanding of how to create and maintain successful school–community collaboration. Drawing on a critical paradigm, this study developed a comprehensive framework for transformative school–community collaboration (TSCC) and developed a valid scale to assess the major dimensions of TSCC. Using school survey data, an exploratory factor analysis identified four multidimensional constructs: (a) critical member capacity representing members' organizing, interpersonal, and critical analysis skills, (b) equal relations with respect to joint membership, interaction, and outcome distribution, (c) democratic network governance measuring the basic elements of democracy in decision‐making, and (d) empowering coordination reflecting a responsive, flexible, and supportive coordination system. This study also showed that low‐income and urban schools reported significantly lower levels of equal relations and empowering coordination. The developed scale can be used as an evaluation tool that monitors and evaluates school–community collaboration ensuring equal, democratic, and empowering structures and processes. Furthermore, the results of this study suggest practice implications and future research agendas to create and maintain successful school–community collaboration.