“It’s Not Me, It’s You:” A Critical Race Exploration of University-Community Partnerships (UCPs) with Black Community Leadership

Graduation Year

2024

Document Type

Dissertation

Degree

Ph.D.

Degree Name

Doctor of Philosophy (Ph.D.)

Degree Granting Department

Educational Leadership and Policy Studies

Major Professor

Dana Thompson Dorsey, J.D., Ph.D.

Committee Member

William Black, Ph.D.

Committee Member

Zorka Karanxha, Ed.D.

Committee Member

Stacy-Ann January, Ph.D.

Keywords

Community Engaged Scholarship, Mixed Methods, P-20 Education, Urban Education

Abstract

Despite the growing number of initiatives and efforts by universities to engage with their local communities, university-community partnerships (UCPs) remain complex relationships from their development to implementation—specifically, UCPs between Black communities and predominantly White institutions (PWI). However, research that centers on Black communities and their UCPs is limited. This study delves into the dynamics of UCPs with Black communities, aiming to explore and comprehend the attitudes, perceptions, and experiences from the viewpoints of both university and Black community leaders. Employing a convergent parallel mixed methods research design and utilizing Critical Race Theory (CRT) and Community-Based Educational Leadership (CBEL) to inform and guide the research, the exploration unfolds through the synthesis of quantitative survey data and qualitative insights garnered from semi-structured interviews with Black community leaders.

The findings from the study underscore the significance of race as a pivotal factor shaping UCPs, with statistically significant outcomes delineating the discourse. Notably, Black community leaders expressed a resolute inclination towards centering UCPs on the welfare and empowerment of Black communities and advocating for initiatives that address the pertinent socio-economic and racial disparities that are a result of a history of racism and a continuous imbalance of power. Furthermore, this study unveils prevalent experiences of racism encountered by Black community leaders when engaging in UCPs, further shedding light on the persistent challenges impeding equitable collaborations.Central to the findings is the shared belief among Black community leaders that the responsibility of fostering effective and equitable partnerships lies jointly on university and community leaders, necessitating a concerted effort towards nurturing “genuine” forms of inclusivity, trust, and reciprocity. These insights enrich the understanding of UCP dynamics and underscore the imperative for cultivating culturally responsive and equity-driven frameworks within university-community collaborations through community learning. In conclusion, this research offers valuable insights into the intricacies of UCPs and the experiences of Black community leaders, advocating for transformative approaches that prioritize community empowerment, equity, and social justice and further contributes to the growing field of critical community-engaged scholarship.

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