Exploring the Multidimensional Constructs of Transformative School-Community Collaboration

Background

School-community collaboration has been developed and evaluated based on a wide range of perspectives. This study focuses mainly on a critical perspective on collaboration for both normative and instrument purposes. A critical perspective can provide useful insight into promoting equality, democracy, and empowerment within collaborative structures and processes. Furthermore, its core principles and strategies have been found effective in improving the effectiveness of collaboration for vulnerable children and youth.

Despite the promising benefits of a critical perspective, there is still little understanding of what consists of this alternative approach to collaboration, named as Transformative School-Community Collaboration (TSCC) in this study. Thus, it is no surprising that a valid instrument currently exists to comprehensively measure the concept of TSCC. This study is an initial attempt to develop a comprehensive framework for TSCC by identifying its multiple dimensions at the individual, relational, and structural levels and creating an initial instrument to measure the identified dimensions.

Methods

This study used self-reported data collected from 91 schools that collaborated with community agencies in providing Out-of-School Time programs in Indiana. Devellis’s (2003) steps were used to develop a new instrument. A broad review of the literature was conducted to identify the major dimensions of TSCC and generate the initial pool of items rated on a five-point scale. Items were reviewed and revised by five experts to enhance the items’ appropriateness to constructs, clarity, and readability. A finalized instrument was administered to school professionals/administrators who are responsible for managing collaboration in each school from November 2015 to May 2016. An exploratory factor analysis using a principal components method with a promax rotation was performed since the instrument was newly developed from this study. Costello and Osborne’s (2005) criteria were used to determine the number of factors and reduce biased results caused by small sample size (e.g., deleting items if a factor loading <.5). A series of t-tests were conducted to examine the different extent of TSCC by school characteristics. 

Results

After deleting several items that did not meet the suggested criteria, a final factor model indicated a four-factor model with 15 items [α=.91]. Extracted factors include: (1) critical member capacity representing members’ organizing, interpersonal, and critical analysis skills [4 items, α=.84]; equal relations with respect to joint membership, interaction, and distribution [3 items, α=.76]; democratic network governance measuring the basic elements of democracy in decision-making [4 items, α=.88]; and empowering coordination reflecting a responsive, flexible, and supportive operating system [4 items, α=.77]. Additionally, t-tests showed that low SES and urban schools reported significantly lower levels of equal relations and empowering coordination.

Conclusions

The results of this study provide empirical evidence for developing a comprehensive framework for TSCC and validating its initial instrument. This developed instrument can be used as a self-evaluation tool that monitors and evaluates school-community collaboration to transform toward more equal, democratic, and empowering partnerships. Furthermore, the results of this study suggest a future research agenda that examines the benefits and challenges of TSCC, particularly in low SES and urban contexts.