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Examining Power, Participation, and Evaluation Practices in Community Engagement at Two Urban Higher Education Institutions
Examining Power, Participation, and Evaluation Practices in Community Engagement at Two Urban Higher Education Institutions
상세정보
- 자료유형
- 학위논문 서양
- 최종처리일시
- 20260202104759
- ISBN
- 9798297636835
- DDC
- 378
- 서명/저자
- Examining Power, Participation, and Evaluation Practices in Community Engagement at Two Urban Higher Education Institutions
- 발행사항
- [Sl] : University of Pennsylvania, 2025
- 발행사항
- Ann Arbor : ProQuest Dissertations & Theses, 2025
- 형태사항
- 203 p
- 주기사항
- Source: Dissertations Abstracts International, Volume: 87-04, Section: A.
- 주기사항
- Advisor: Dache, Amalia Z.
- 학위논문주기
- Thesis (Ed.D.)--University of Pennsylvania, 2025.
- 초록/해제
- 요약Civic engagement has long been a core part of American higher education's mission, yet many institutions continue to prioritize institutional agendas over authentic partnerships with communities. Despite decades of scholarship and the expansion of engagement initiatives, higher education often fails to fully integrate community voices or assess engagement practices in ways that advance equity and reciprocity. This dissertation investigates how urban anchor institutions can more effectively center community perspectives and address power imbalances in their engagement efforts.Using a comparative case study design, the research examines the engagement practices of Temple University and the University of Pennsylvania, two Philadelphia-based institutions with the Carnegie Elective Classification for Community Engagement. Data sources included institutional documents, engagement activity mapping, and fifty-two semi-structured interviews with faculty, staff, administrators, and community leaders. The study applied justice-centered relationships and stakeholder engagement frameworks to guide thematic analysis, triangulation, and a participatory interpretation session with community and university stakeholders.Findings reveal that while both institutions maintain formal structures and public commitments to engagement, community partners often experience interactions as extractive, unidirectional, or fragmented. Common themes include limited shared decision-making, restricted access to resources, and persistent mistrust stemming from historical inequities. Promising practices were identified but were unevenly implemented and under-resourced.This study contributes the Mutuality Assessment Checklist, a justice-centered tool co-developed with stakeholders to evaluate mutual benefit in community engagement. It concludes that urban higher education institutions must take intentional, practical steps to embed community voices across all stages of engagement to foster equitable, reciprocal, and sustainable partnerships.
- 일반주제명
- Higher education
- 일반주제명
- Educational psychology
- 키워드
- Assessment
- 키워드
- Community voices
- 키워드
- Mutual benefit
- 기타저자
- University of Pennsylvania Higher Education Management
- 기본자료저록
- Dissertations Abstracts International. 87-04A.
- 전자적 위치 및 접속
- 로그인 후 원문을 볼 수 있습니다.
MARC
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■00520260202104759
■006m o d
■007cr#unu||||||||
■020 ▼a9798297636835
■035 ▼a(MiAaPQ)AAI32164250
■040 ▼aMiAaPQ▼cMiAaPQ
■0820 ▼a378
■1001 ▼aThomas, Nicole A.
■24510▼aExamining Power, Participation, and Evaluation Practices in Community Engagement at Two Urban Higher Education Institutions
■260 ▼a[Sl]▼bUniversity of Pennsylvania▼c2025
■260 1▼aAnn Arbor▼bProQuest Dissertations & Theses▼c2025
■300 ▼a203 p
■500 ▼aSource: Dissertations Abstracts International, Volume: 87-04, Section: A.
■500 ▼aAdvisor: Dache, Amalia Z.
■5021 ▼aThesis (Ed.D.)--University of Pennsylvania, 2025.
■520 ▼aCivic engagement has long been a core part of American higher education's mission, yet many institutions continue to prioritize institutional agendas over authentic partnerships with communities. Despite decades of scholarship and the expansion of engagement initiatives, higher education often fails to fully integrate community voices or assess engagement practices in ways that advance equity and reciprocity. This dissertation investigates how urban anchor institutions can more effectively center community perspectives and address power imbalances in their engagement efforts.Using a comparative case study design, the research examines the engagement practices of Temple University and the University of Pennsylvania, two Philadelphia-based institutions with the Carnegie Elective Classification for Community Engagement. Data sources included institutional documents, engagement activity mapping, and fifty-two semi-structured interviews with faculty, staff, administrators, and community leaders. The study applied justice-centered relationships and stakeholder engagement frameworks to guide thematic analysis, triangulation, and a participatory interpretation session with community and university stakeholders.Findings reveal that while both institutions maintain formal structures and public commitments to engagement, community partners often experience interactions as extractive, unidirectional, or fragmented. Common themes include limited shared decision-making, restricted access to resources, and persistent mistrust stemming from historical inequities. Promising practices were identified but were unevenly implemented and under-resourced.This study contributes the Mutuality Assessment Checklist, a justice-centered tool co-developed with stakeholders to evaluate mutual benefit in community engagement. It concludes that urban higher education institutions must take intentional, practical steps to embed community voices across all stages of engagement to foster equitable, reciprocal, and sustainable partnerships.
■590 ▼aSchool code: 0175.
■650 4▼aHigher education administration
■650 4▼aHigher education
■650 4▼aEducational psychology
■653 ▼aAssessment
■653 ▼aCommunity engagement
■653 ▼aCommunity voices
■653 ▼aMutual benefit
■653 ▼aUrban serving institutions
■690 ▼a0446
■690 ▼a0525
■690 ▼a0745
■71020▼aUniversity of Pennsylvania▼bHigher Education Management.
■7730 ▼tDissertations Abstracts International▼g87-04A.
■790 ▼a0175
■791 ▼aEd.D.
■792 ▼a2025
■793 ▼aEnglish
■85640▼uhttp://www.riss.kr/pdu/ddodLink.do?id=T17358840▼nKERIS▼z이 자료의 원문은 한국교육학술정보원에서 제공합니다.
