Using a qualitative, phenomenological research design this dissertation examined the experiences of a group of Black high school students who were receiving supplemental support from a school-community partnership in an urban school district. The literature that examines school, community and family partnerships is largely absent of students voices however, authentic partnerships are highly sought as a reform strategy in many predominantly Black schools. This is despite literature that argues for the inclusion of Black students in school reform decisions to combat the persistence of anti-Blackness in their education. Using a Black Critical Epistemology, the aim of this study was to reassess the efficacy and utility of school-community partnerships as a mechanism for improving the educational experiences of Black students. Through document analysis, focus groups, and student and adult interviews I sought to understand how the partnership was impacting students school experiences and if the partnership was efficacious at improving the whole school environment. Findings indicate that students formed strong relationships with the facilitators of the partnership due to their ability to engage them meaningfully and by centering their wellness. However, the presence of the partnership resulted in a sensed diminishment of responsibility for student wellness from educators and school leaders. Also, the partnership often aligned with school-centered goals which may unintentionally perpetuate anti-Black school norms. This study concludes with how we might reconceptualize school, community and family partnerships in research, policy, and practice.
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