IT Takes a Village: A Case Study of Internal and External Supports of an Urban High School Magnet Career Academy
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IT Takes a Village: A Case Study of Internal and External Supports of an Urban High School Magnet Career Academy Edward C. Fletcher Jr.1 · Chrystal A. S. Smith2 · Victor M. Hernandez‑Gantes3 Accepted: 23 October 2020 © Springer Nature B.V. 2020
Abstract The purpose of this study was to examine internal and external supports of an information technology themed (whole school) urban magnet high school located in a low-income urban community within the Southeastern region of the United States. We found the academy to be an exemplary case study for how schools can build a high profile reputation with investment from key stakeholders within the district and school as well as with the community, business/industry, and postsecondary partners. The internal investment of the school was spearheaded by not only the principal, but also district leaders (e.g., superintendent) as well. The career specialist opened the doors to external investment (e.g., business/industry, community members, postsecondary partners). Characteristics that contributed to the academy’s success included effective school leadership, effective communication, and ongoing collaboration. Keywords Career academy · Community engagement · School leadership · Social capital
Introduction Scholars examining schools in low-income urban neighborhoods have exposed the struggles of school personnel in preparing students to be college and career ready in the midst of adverse community conditions (Green and Gooden 2014; Milner 2013). It is challenging for schools to deliver curricula that meets the needs of their diverse student bodies with adequate resources to promote their
* Edward C. Fletcher Jr. [email protected] 1
Workforce Development and Education, The Ohio State University, Columbus, OH 43210, USA
2
Department of Anthropology, University of Connecticut, Storrs, USA
3
Leadership, Counseling, Adult, Career and Higher Education, University of South Florida, Tampa, USA
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Vol.:(0123456789)
The Urban Review
success. Researchers have demonstrated the critical role that community engagement and partnerships play in reforming urban schools for initiating sustainable change (Green 2017). Community engagement refers to relationships between schools and businesses, individuals, formal and informal organizations, and postsecondary institutions (Sanders 2016). Prior studies have demonstrated positive outcomes when schools and communities develop close relationships. These outcomes include effective school functioning, additional fiscal and human resources, higher student academic achievement and well-being, greater parental participation, and better community health (Boutte and Johnson 2014; Sanders 2016). While studies have demonstrated the benefits of schools engaging with their communities (school-community partnerships), we know little about how whole school career themed magnet programs’ (where all students participate in the theme) community engagement initiatives support schools’ college and career readiness efforts—particularly in urban scho
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