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Bryan, J., Griffin, D., Kim, J., Griffin, D. M., & Young, A. (2019). School Counselor Leadership in School-Family-Community Partnerships: An Equity-Focused Partnership Process Model for Moving the Field Forward. In S. B. Sheldon, & T. A. Turner-Vorbeck (Eds.), The Wiley Handbook on Family, School, and Community Relationships in Education (pp. 265-287). Hoboken, NJ: Wiley Blackwell.
https://doi.org/10.1002/9781119083054.ch13

has been cited by the following article:

• TITLE: School-Immigrant Family-Community Collaboration Practices for Youth Integration

  AUTHORS: Khaoula Boulaamane, Yamina Bouchamma

  KEYWORDS: Immigrant Families, Educators, Community, Leadership, Practices

  JOURNAL NAME: Creative Education, Vol.12 No.1, January 15, 2021

  ABSTRACT: We examined “school-family-community” collaboration in a context of ethnocultural diversity to identify and analyze collaborative practices involving immigrant families. Interviews were conducted in Québec with 11 education stakeholders, 10 community representatives, and 7 members of immigrant-origin families. Our conceptual framework was inspired by Bronfenbrenner’s ecosystems model (1979) and Epstein’s overlapping influence approach (2001). Thematic analysis brought forth two dimensions favoring collaboration: leadership and the child’s perception of the integration process. Our results nevertheless show that school-immigrant family-community collaboration remains hindered by the trust issues and reluctance of certain partners, thus calling for additional resources and investments by every level concerned, particularly governmentdecision makers.