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Closter Final Dissertation Rutgers Upload © 2019 Matthew Kurtis Closter ALL RIGHTS RESERVED ii THE EMERGENCE OF UNIVERSITY–SCHOOL PARTNERSHIPS AS STRATEGIES FOR COMMUNITY DEVELOPMENT IN DISTRESSED CITIES: LESSONS FROM A COMPARATIVE CASE STUDY OF RUTGERS UNIVERSITY–CAMDEN AND CLARK UNIVERSITY by MATTHEW K. CLOSTER A dissertation submitted to the Graduate School-Camden Rutgers, The State University of New Jersey in partial fulfillment of the requirements for the degree of Doctor of Philosophy Graduate Program in Public Affairs—Community Development Written under the direction of Gloria Bonilla-Santiago, Ph.D. and approved by ________________________________________________________________________ Gloria Bonilla-Santiago, Ph.D., Dissertation Director Maureen Donaghy, Ph.D., Committee Member Melanie Bowers, Ph.D., Committee Member Camden, New Jersey May 2019 iii ABSTRACT OF THE DISSERTATION The Emergence of University–School Partnerships as Strategies for Community Development in Distressed Cities: Lessons from a Comparative Case Study of Rutgers University–Camden and Clark University by MATTHEW K. CLOSTER Dissertation Director: Gloria Bonilla-Santiago, Ph.D. Using a qualitative case study methodology, this dissertation examines the emergence, formation, implementation, and sustainability of two university–school partnerships designed by university faculty and leaders as strategies to rebuild communities and build an educational college access pipeline. Both cases—Rutgers University–Camden and LEAP Academy University Charter School in Camden, NJ, and Clark University and the University Park Campus School in Worcester, MA—influenced policy outcomes and state legislation to create new categories of public schools—charter schools in New Jersey and innovation schools in Massachusetts—that transformed the educational landscape in their communities. The research question addressed in this dissertation is: How did two small-city universities develop and sustain an educational pipeline as a community development strategy to provide access to college for students and families and to revitalize distressed neighborhoods? I use Herbert Blumer’s sociological theory of collective definition for solving social problems as a theoretical framework and Appreciative Inquiry (AI) as a methodological framework to contribute to growing attention to university–school ii partnerships as a community development concept when planning and designing new urban schools in small cities while focusing on marginalized families and children to elucidate the connection between vulnerability and resilience. To address the research question, I interviewed senior university officials, school officials, and parents who were active during the emergence of the partnerships, analyzed census data of socioeconomic indicators, analyzed historical documents of strategic plans and newspaper archives, and observed students, teachers, and physical school facilities and their neighborhood conditions. The interviews, analyses, and observations produced data on the conditions, qualities, and characteristics that supported creation of the two partnerships. Results suggest that university partnerships emerge when committed faculty and community leaders cooperate in inclusive planning that is driven by collective participation in building solidarity, shared meaning, and common purpose with a community such that the community builds the agency and capacity to sustain the partnership for an extended period. LEAP Academy University School was developed and driven by Dr. Gloria Bonilla-Santiago, a Rutgers Board of Governors Distinguished Service Professor, and University Park Campus School was developed and guided by Clark President Richard Traina, his senior leadership team, and faculty from the Clark Adam Institute for Urban Teaching and School Practice. I demonstrate that the models were different regarding their approaches to engaging stakeholders and producing a community-based school, but that a comprehensive community development approach from a university is required for families and children to be empowered and excel in an urban school pipeline built on channeling students to college. iii Acknowledgments I am indebted to numerous people who guided me on this journey. My interest in community development was sparked at the age of 16 when I volunteered in Oaxaca, Mexico with Amigos de las Américas, which conducted asset-based projects in the small town of San Mateo de Cojonos. Since then, I kept the community development mindset and field close to my heart, in which I can learn about other cultures and people, and identify strengths and opportunities to empower those who are less fortunate economically. In reality, I am the one constantly being empowered by the people who teach me about the most important values in life—family, community, education, hard work, social justice, and the hope and determination that all children and adults deserve an equal and fair chance in life no matter what circumstances they face. Never had this mindset been more apparent to me than when Dr. Gloria Bonilla- Santiago became my professor, advisor, supervisor, and mentor. Dr. Santiago has the greatest tenacity, passion, determination, and commitment to the families and children of Camden through LEAP Academy. Among many things about her, I am incredibly impressed by her steadfastness in leading the LEAP Enterprise from a small, yet powerful, idea into a force to be reckoned with along Cooper Street in Camden. She taught me to never give up, never take no for an answer, and seek the partners, allies, and champions who will support your mission and cause. She constantly challenged me to expand my way of thinking about leadership, politics, management, and research. I am forever grateful for her faith and belief in me that I can carry her vision forward through this dissertation and throughout my career. Her heart, mind, and soul are an inspiration to me and to the LEAP community. iv I thank Dr. Maureen Donaghy and Dr. Melanie Bowers for serving on my dissertation committee and offering their expertise, guidance, and support during my work. I also acknowledge all of my professors at Rutgers–Camden who challenged and prepared me through the twists and turns of a doctoral program; they believed in me and have been nothing but encouraging and supportive. I recognize all of my interview subjects at LEAP and Rutgers University, those still involved in the school, and those who have moved on. I enjoyed the stories and sense of optimism and hope they all expressed, along with admiration for Dr. Santiago and her commitment to the community. I thank my colleague Wanda Garcia, Associate Director of the Community Leadership Center, who offered advice and gave me helpful tips and pointers to keep me grounded. From Clark University and University Park Campus School, I thank Jack Foley, Clark Vice President for Government and Community Affairs, for embracing me into the Clark and UPCS community and sharing his time, wisdom, and contacts to ensure that my interviews and observations were meaningful and informative. UPCS is a treat to visit and explore its intricacies. I appreciate all of the time and focus given to me by the principals, teachers, staff, and Clark faculty who shaped the UPCS story. I recognize my aunt, Gale Nigrosh, for introducing me to Jack, since Gale was a faculty member at Clark many decades ago and maintained close contact with him, Jim Caradonio, and Tom Del Prete. Gale’s passion for education and Worcester, and seeing Clark connect and build stronger pathways for students, is unmatched. This dissertation is symbolic of her dedication to her community. She died in October 2018 as I wrote. v I thank the remainder of my family—my grandparents, aunts, uncles, cousins, and in-laws—and my friends from childhood, college, former jobs, and neighborhoods, who motivated, inspired, and pushed me to excel and succeed in my work. They are a wonderful source of strength and I am constantly envious of their own life paths and careers that they have all molded for themselves. My parents, Harold and Betsi Closter, are an unbelievable power couple who nurtured my initial interest in community development and shaped my morals, ethics, and purpose. I have always looked up to them for their passion for their own work (my dad in history, museums, and folklore, my mom in early childhood development), and their pure enjoyment being with their family and friends. I know I make them proud in whatever I do, but I am truly grateful for their unwavering love and support. My wife, Julie, and toddler daughter, Sadie, give me purpose to strive to make our world a better place. Julie is my moral compass for finding my direction. As an educator and school counselor, she is my perfect intellectual partner with whom to seek the true causes of society’s challenges and find solutions to make them better. We set our over- zealous determination to right the wrongs and just enjoy a picnic in the park, saying “hi” to our neighbors from our porch, or plopping on the couch with a good book or TV show. The most fun is mentoring and coaching Sadie as she finds her place in the world, touches everything she can see, and wanders off to explore. It’s frightening how much her personality and budding interests resemble ours. We are anxious to teach her to be the change she wishes to see in the world, to be kind and humble to people, and to recognize that she cannot take everything for granted in life, including wanting multiple bananas each morning. And we’re thrilled to welcome
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