critical place of community development in school transformation: The story of the Vaughn family center and Pacoima urban village, The

Teacher Education Quarterly, Fall 1999 by Oppenheim, Matt

Methodology

The research process involved two phases. First, in February 1996, a broad range of activities at the Center were observed and recorded. Informal interviews were conducted and more was learned about the School and neighborhood by visiting teachers and walking about the neighborhood. Documents on the Center were also reviewed to understand its history.

In mid-June, the second phase of the study began with a formal interview and observation schedule that would continue throughout the summer and into the fall. Most of the interviews were with "paraprofessional" staff members who were parents and community residents. Other interviews were held with "outsider professional" staff who lived outside the community, such as the Center director and the social worker. People from the School, partner agencies, and children of paraprofessionals were also interviewed to get a variety of perspectives. A good deal of time was spent observing meetings, adult education classes, and other activities.

Interview questions were developed from learning organization theory, and earlier fieldwork. Interviews began by leading participants through a brief life history, which included questions about the history of Pacoima and the development of the Center. Specific questions were asked about their experiences in the Center, focusing on the learning organization dynamics. The data were then coded into manageable categories, from which the eight themes emerged. Parents and paraprofessionals wanted the stories told in their own words and choose to waive anonymity. To respect their wishes their names are retained when presenting these themes, and the titles of the themes are taken from their own words.

History and Background

After decades of rapid industrialization, Pacoima suffered from extensive urban blight. Residential areas were rezoned commercial, and a remote Los Angeles City Council left streets in disrepair and city regulations unenforced. After an early wave of Latin immigrants in the 1920s to 1940s, Pacoima became predominantly African American from the 1950s to the 1970s. As African Americans became upwardly mobile, Latinos again grew in prominence, becoming 85 percent of the population in the 1990s. Resources for education and public resources dwindled and academic achievement scores at the Vaughn School were amongst the worst in Los Angeles County. Pacoima also had one of the county's worst high school dropout rates. At the same time, residents had strong social networks and helped each other navigate a de-humanizing social welfare system. They supported one another, shared resources and life experiences, and continued to have a positive impact on their neighborhoods and communities.

Parents at Vaughn Elementary School had been participating in a parents club for several years, but were frustrated when neither an African American, nor a Latino principal were able to ease racial tensions or improve the school climate. They told the school superintendent that they wanted a "neutral" principal, and a Chinese principal was hired in 1991. Parents increased their involvement, helping to build school walls, erasing graffiti, and painting murals. As parent interest grew, they were given a small room, previously the nurses office, as a parent center. In this center, they began talking about their needs and special problems and began initiating more projects on the School grounds.