Interrogating mutual benefit in urban school-university partnerships

Abstract

Principals prioritize the most pressing needs in the school, often with a focus on literacy achievement. Although universities establish partnerships with elementary schools to enhance the literacy development of preservice teachers in teacher education programs, these collaborations do not consistently result in measurable improvements in the school’s own literacy outcomes. This study employs a multiple case study design to examine the factors that influence prioritization of mutually beneficial literacy partnerships in urban elementary schools. Guided by Social Capital Theory and Maslow’s Hierarchy of Needs, data were collected from principals, classroom teachers, university faculty, and preservice teachers, through interviews, observations, and document analysis. Findings revealed three central themes: the influence of school culture and climate, stakeholders’ conceptualization of mutual benefit, and the strategic vision required to sustain effective partnerships. The study contributes to the growing literature on school-university collaboration by illuminating the conditions under which such partnerships can advance both school improvement and teacher education. Implications are offered for principals and university faculty seeking to cultivate sustainable, reciprocal, literacy-focused partnerships.