Year of Award
2024
Document Type
Dissertation
Degree Type
Doctor of Philosophy (PhD)
Degree Name
School Psychology
Department or School/College
Department of Psychology
Committee Chair
Anisa Goforth
Commitee Members
Jacqueline Brown, Lindsey Nichols, Maegan Rides At The Door, Rachel Williamson
Keywords
community-school partnership, culturally responsive practice, Indigenous communities, school psychology
Abstract
Culturally responsive community-school partnerships can help support students' well-being, and the facilitators, barriers, and benefits of community-school partnerships in Indigenous communities may be unique due to historic and contemporary sociopolitical influences. The aims of the current study were to explore facilitators, barriers, and benefits of community-school partnerships in Indigenous communities in order to better support student well-being. Project SELA is an existing partnership between a community and school on a reservation, and individuals who have been part of this project participated in the current study. Ten participants shared their experiences and perspectives of community-school partnerships in Indigenous communities through semi-structured interviews. Data were analyzed using constant comparative analysis, and trustworthiness and credibility were established using triangulation, member checking, and reflexivity. Results included three themes reflecting participants' perspectives of factors that contribute to tension in relationships, authentic and sustainable relationships, and supportive school environments. The discussion of results also includes implications for school psychologists and other educators, limitations, and future directions.
Recommended Citation
Violante, Amy Elizabeth, "“REAL COLLABORATION IS EMPOWERING:” FACILITATORS, BARRIERS, AND BENEFITS OF A COMMUNITY-SCHOOL PARTNERSHIP IN AN INDIGENOUS COMMUNITY" (2024). Graduate Student Theses, Dissertations, & Professional Papers. 12210.
https://scholarworks.umt.edu/etd/12210
© Copyright 2024 Amy Elizabeth Violante