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Fostering College Access Literacy for Students and Educators in School-University Partnerships: A Culturally Responsive Approach

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Title: Fostering College Access Literacy for Students and Educators in School-University Partnerships: A Culturally Responsive Approach
Language: English
Authors: Stephanie L. Savick, Molly Dunn, Rachel Durham
Source: School-University Partnerships. 2025 18(1):81-96.
Availability: Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight
Peer Reviewed: Y
Page Count: 16
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
High Schools
Secondary Education
Descriptors: Partnerships in Education, College School Cooperation, Professional Development Schools, College Programs, Literacy, Access to Education, College Readiness, Program Design, Program Implementation, Cultural Capital, Culturally Relevant Education, Community Resources, Teacher Student Relationship, High School Graduates
DOI: 10.1108/SUP-11-2024-0030
ISSN: 1935-7125
2833-2075
Abstract: Purpose: This practitioner-based manuscript describes the development and implementation of Focus on College Understanding and Success (FOCUS), a school-university programmatic model to develop College Access Literacy (CAL) among both students and educators in a Professional Development School (PDS) network. With an emphasis on teacher training, supplemental learning opportunities for students, and faculty-student-parent mentor/partnerships, this model was designed to apply a culturally responsive approach to achieving equity in college readiness programming. Design/methodology/approach: The paper is conceptual in that it presents an innovative idea to stimulate discussion, generate new ideas, and advance thinking about a collective impact school-university partnership initiative focused on supporting underrepresented students in pursuing higher education goals through participation in the FOCUS program. A thematic analysis was completed on focus group data collected for both educators and students who participated in the project. Data focused on the identification of both strengths and challenges of program development and implementation. Findings: The paper provides insights and ideas related to how to structure a college access and success program that focuses on the assets that underrepresented students bring to college readiness opportunities designed for them by centering their struggles while uplifting their personal, unique abilities. Our results validate a college readiness program design and implementation process that relies on asset-based theoretical frameworks including Yosso's (2005) Community Cultural Wealth (CCW) model and Moll et al.'s (1992) Funds of Knowledge (FoK) framework. Originality/value: This study shows how school-university partnerships are uniquely positioned to capitalize on the strengths of students and their families in designing college readiness programming. By considering the local context and culturally responsive approaches to program development and implementation, programs like FOCUS can build on community resources and the teacher-student relationship to increase College Access Literacy (CAL) in both students and their teachers.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1497086
Database: ERIC
FullText Text:
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  Data: Fostering College Access Literacy for Students and Educators in School-University Partnerships: A Culturally Responsive Approach
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  Data: <searchLink fieldCode="AR" term="%22Stephanie+L%2E+Savick%22">Stephanie L. Savick</searchLink><br /><searchLink fieldCode="AR" term="%22Molly+Dunn%22">Molly Dunn</searchLink><br /><searchLink fieldCode="AR" term="%22Rachel+Durham%22">Rachel Durham</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22School-University+Partnerships%22"><i>School-University Partnerships</i></searchLink>. 2025 18(1):81-96.
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  Data: Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight
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  Data: 16
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink><br /><searchLink fieldCode="EL" term="%22High+Schools%22">High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Partnerships+in+Education%22">Partnerships in Education</searchLink><br /><searchLink fieldCode="DE" term="%22College+School+Cooperation%22">College School Cooperation</searchLink><br /><searchLink fieldCode="DE" term="%22Professional+Development+Schools%22">Professional Development Schools</searchLink><br /><searchLink fieldCode="DE" term="%22College+Programs%22">College Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Literacy%22">Literacy</searchLink><br /><searchLink fieldCode="DE" term="%22Access+to+Education%22">Access to Education</searchLink><br /><searchLink fieldCode="DE" term="%22College+Readiness%22">College Readiness</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Design%22">Program Design</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Implementation%22">Program Implementation</searchLink><br /><searchLink fieldCode="DE" term="%22Cultural+Capital%22">Cultural Capital</searchLink><br /><searchLink fieldCode="DE" term="%22Culturally+Relevant+Education%22">Culturally Relevant Education</searchLink><br /><searchLink fieldCode="DE" term="%22Community+Resources%22">Community Resources</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Student+Relationship%22">Teacher Student Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22High+School+Graduates%22">High School Graduates</searchLink>
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  Data: 10.1108/SUP-11-2024-0030
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  Data: 1935-7125<br />2833-2075
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Purpose: This practitioner-based manuscript describes the development and implementation of Focus on College Understanding and Success (FOCUS), a school-university programmatic model to develop College Access Literacy (CAL) among both students and educators in a Professional Development School (PDS) network. With an emphasis on teacher training, supplemental learning opportunities for students, and faculty-student-parent mentor/partnerships, this model was designed to apply a culturally responsive approach to achieving equity in college readiness programming. Design/methodology/approach: The paper is conceptual in that it presents an innovative idea to stimulate discussion, generate new ideas, and advance thinking about a collective impact school-university partnership initiative focused on supporting underrepresented students in pursuing higher education goals through participation in the FOCUS program. A thematic analysis was completed on focus group data collected for both educators and students who participated in the project. Data focused on the identification of both strengths and challenges of program development and implementation. Findings: The paper provides insights and ideas related to how to structure a college access and success program that focuses on the assets that underrepresented students bring to college readiness opportunities designed for them by centering their struggles while uplifting their personal, unique abilities. Our results validate a college readiness program design and implementation process that relies on asset-based theoretical frameworks including Yosso's (2005) Community Cultural Wealth (CCW) model and Moll et al.'s (1992) Funds of Knowledge (FoK) framework. Originality/value: This study shows how school-university partnerships are uniquely positioned to capitalize on the strengths of students and their families in designing college readiness programming. By considering the local context and culturally responsive approaches to program development and implementation, programs like FOCUS can build on community resources and the teacher-student relationship to increase College Access Literacy (CAL) in both students and their teachers.
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  Data: EJ1497086
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        Value: 10.1108/SUP-11-2024-0030
    Languages:
      – Text: English
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        PageCount: 16
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    Subjects:
      – SubjectFull: Partnerships in Education
        Type: general
      – SubjectFull: College School Cooperation
        Type: general
      – SubjectFull: Professional Development Schools
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      – SubjectFull: College Programs
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      – SubjectFull: Literacy
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      – SubjectFull: Cultural Capital
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      – SubjectFull: Teacher Student Relationship
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      – SubjectFull: High School Graduates
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      – TitleFull: Fostering College Access Literacy for Students and Educators in School-University Partnerships: A Culturally Responsive Approach
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