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

Publisher

University of Montana

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.

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© Copyright 2024 Amy Elizabeth Violante