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Communally Engaged Educational Psychology: A Philosophy of Engagement

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Title: Communally Engaged Educational Psychology: A Philosophy of Engagement
Language: English
Authors: Gray, DeLeon L., Lee, Alexandra A., Harris-Thomas, Brooke, Ali, Joanna N., Allah, Kia J.
Source: Educational Psychologist. 2023 58(4):261-277.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 17
Publication Date: 2023
Sponsoring Agency: National Science Foundation (NSF)
Contract Number: 1614107
Document Type: Journal Articles
Reports - Descriptive
Descriptors: Community Involvement, Educational Psychology, Educational Philosophy, School Psychologists, Scholarship
DOI: 10.1080/00461520.2023.2250860
ISSN: 0046-1520
1532-6985
Abstract: In this article, we provide guidance for educational psychologists who want to advance equity-focused school policies and practices through engaged scholarship. We conceptualize a philosophy of engagement and describe how it can facilitate psychologists' efforts to address the social conditions of people from historically marginalized communities. Using our own philosophy of engagement as a case in point (which we refer to as communally engaged educational psychology), we share stories that showcase opportunities for roles that scholars can play in supporting education decision-makers and community members. Specifically, we illustrate that communal engagement involves building a tribe; identifying pockets of affirmation; establishing communal incubators; and leveraging existing networks to disseminate stories emerging from partnership activities. We then offer a roadmap for putting communal engagement into action by remixing Anderman's (2011) ten challenges for educational psychologists. We conclude with a discussion of the tensions and difficulties scholars may need to navigate when enacting a philosophy of engagement.
Abstractor: As Provided
Entry Date: 2023
Accession Number: EJ1401212
Database: ERIC
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  Value: <anid>AN0173009715;epy01oct.23;2023Oct18.05:28;v2.2.500</anid> <title id="AN0173009715-1">Communally engaged educational psychology: A philosophy of engagement </title> <p>In this article, we provide guidance for educational psychologists who want to advance equity-focused school policies and practices through engaged scholarship. We conceptualize a philosophy of engagement and describe how it can facilitate psychologists' efforts to address the social conditions of people from historically marginalized communities. Using our own philosophy of engagement as a case in point (which we refer to as communally engaged educational psychology), we share stories that showcase opportunities for roles that scholars can play in supporting education decision-makers and community members. Specifically, we illustrate that communal engagement involves building a tribe; identifying pockets of affirmation; establishing communal incubators; and leveraging existing networks to disseminate stories emerging from partnership activities. We then offer a roadmap for putting communal engagement into action by remixing Anderman's (2011) ten challenges for educational psychologists. We conclude with a discussion of the tensions and difficulties scholars may need to navigate when enacting a philosophy of engagement.</p> <p>As a discipline, psychology has had a role in perpetuating racial inequities in education via the ways in which psychologists have conducted testing, assessment, and interventions, which have—at times—been harmful and damaging to communities of color, as recognized by the American Psychological Association's Council of Representatives ([<reflink idref="bib4" id="ref1">4</reflink>]). The field of educational psychology is actively taking steps to clarify how educational psychologists can serve as trusted resources on issues of racial and educational equity. For example, the Educational Psychology division of the American Psychological Association (APA Division 15) recently established a standing committee on Race and Diversity that makes recommendations for conference programming activities, and provides networking and mentoring guidance to scholars interested in addressing race and diversity in their research. Division 15 also hosted an interactive session in 2020 (<emph>Race: A Discussion of Division 15 Actions and Opportunities</emph>) to strengthen the connections between the work of Division 15 and efforts to address issues of race in educational psychology research and practice. And in one of the more high-profile actions to date, Division 15 filed an amicus brief in 2022 that summarized the research showing the benefits of teaching about race, racism, and diversity in support of a plaintiff who challenged Florida's HB 7 as unconstitutional in <emph>Falls v. DeSantis</emph>. These efforts complement a recently passed APA resolution that seeks to harness psychology to combat racism (American Psychological Association, [<reflink idref="bib4" id="ref2">4</reflink>]).</p> <p>These initial efforts for developing field-level priorities around issues of race, culture, and diversity also require resources as well as ongoing support and encouragement. For example, educational psychologists, socialized within the broader field of psychology and its history of marginalization, must examine our philosophical stances on psychological research and develop responsible practices that circumvent harmful practices of the past. Training in educational psychology programs on issues of educational equity vary widely, depending in part on a program's curriculum, proximity of the academic institution to marginalized communities, advisor expertise on the subject, and access to and responsibilities associated with the sources of funding for graduate students. Therefore, some scholars may enter the profession with few structured opportunities to discuss and consider their beliefs about engaging in research with historically marginalized communities; and thus may be unaware of how such beliefs are linked to the ways in which racial harm can be perpetuated (or prevented) through their work in schools and communities. This article provides practical pathways for, and demonstrations of, how educational psychologists can articulate the assumptions, applications, and aspirations of their work with people from marginalized communities, which we refer to as a <emph>philosophy of engagement</emph>.</p> <p>In the sections that follow, we first articulate the concept of a philosophy of engagement. Our own philosophy of engagement is rooted in <emph>communalism</emph>, which involves harnessing personal strengths and emphasizing a shared commitment to uplifting one another to become part of a larger collective (Gray, Ali, et al., [<reflink idref="bib31" id="ref3">31</reflink>]). Using this philosophy as a case in point, we provide illustrations of how a research team's beliefs about community partnerships can guide actions that contribute to the creation of equitable learning conditions for students from historically marginalized populations. The illustrations also highlight successes and tensions encountered by scholars as they make strategic breaks from conventional ways of navigating the academic research enterprise. Then, we reframe Anderman's ([<reflink idref="bib5" id="ref4">5</reflink>]) practical challenges to illustrate how a philosophy of engagement can guide educational psychologists in their advocacy for educational policies and practices that are liberating and culturally sensitive. Finally, we discuss the realities and difficulties of this work—recommending accountability mechanisms for educational psychologists seeking to become and remain trusted partners whose philosophies of engagement align with the American Psychological Association's stated ideal of addressing racial inequities in the field of education and beyond.</p> <hd id="AN0173009715-2">What is a philosophy of engagement and why is it needed?</hd> <p>We conceptualize a philosophy of engagement as a set of values, assumptions, and priorities that can guide how scholars engage with community partners. There are several reasons why a philosophy of engagement could be beneficial for psychologists actively seeking to abolish oppressive community dynamics that perpetuate injustices in education. A philosophy of engagement can be helpful for reflecting on a researcher's intentions behind their work with teachers and students in school settings, which may include shielding them from research practices that are extractive and that perpetuate damaging narratives about education stakeholders who are from marginalized identity groups. It can also be helpful for defining and evaluating success in partnership work—not in terms of more traditional metrics, such as intervention effect sizes and statistical significance, but rather in terms of community members' appraisals of the extent to which researchers have been helpful in supporting them in reaching their desired goals. A philosophy of engagement can also help scholars articulate the relevance of prospective partnership activities to potential school partners—and can serve as a foundation for involving school partners in the creation of a shared vision for their partnership. Finally, for scholars seeking to balance and/or integrate several activities that demand their time and attention, a philosophy of engagement can help establish decision criteria to evaluate whether potential projects are aligned with scholars' equity-focused priorities.</p> <hd id="AN0173009715-3">How is a philosophy of engagement situated relative to discourse on community-engaged scholar...</hd> <p>A philosophy of engagement is a product of <emph>critical reflection</emph>, which is considered a core competency within the realm of community-engaged scholarship (Doberneck et al., [<reflink idref="bib21" id="ref5">21</reflink>]). Gelmon et al. ([<reflink idref="bib26" id="ref6">26</reflink>], p. 59) state that community-engaged scholarship:</p> <p>Entails the application of institutional resources to solve problems facing communities through collaboration with those communities ... [And] uses a scholarly approach, is grounded in work that has come before, and is documented through products that can be disseminated and subjected to critique by peers from a variety of contexts.</p> <p>A philosophy of engagement supports engaged scholarship by elucidating how a scholar is being intentional about becoming more deeply embedded within a community so they can effectively collaborate. The process of developing and refining a philosophy of engagement may therefore be a means by which educational psychologists strategize about ways of resisting previously identified growth areas for the field of educational psychology, including: (<reflink idref="bib1" id="ref7">1</reflink>) concepts of objectivity and apoliticism (López, [<reflink idref="bib43" id="ref8">43</reflink>]), (<reflink idref="bib2" id="ref9">2</reflink>) epistemic exclusion of foundational scholarship on racially marginalized populations (Graham, [<reflink idref="bib29" id="ref10">29</reflink>]; Kumar & DeCuir-Gunby, [<reflink idref="bib41" id="ref11">41</reflink>]), (<reflink idref="bib3" id="ref12">3</reflink>) perpetuation of deficit narratives and research that are reductionistic or essentialist (Matthews & López, [<reflink idref="bib45" id="ref13">45</reflink>]; Zusho & Kumar, [<reflink idref="bib62" id="ref14">62</reflink>]), (<reflink idref="bib4" id="ref15">4</reflink>) decontextualized interpretations of students' experiences (Nolen et al., [<reflink idref="bib50" id="ref16">50</reflink>]), and (<reflink idref="bib5" id="ref17">5</reflink>) omitted discussions about the racist roots of common educational psychology methodologies (Strunk & Andrzejewski, [<reflink idref="bib59" id="ref18">59</reflink>]).</p> <hd id="AN0173009715-4">How does a philosophy of engagement support policy advocacy?</hd> <p>A philosophy of engagement should articulate a pathway to guide educational psychologists in envisioning community efforts that can translate into structural changes for education stakeholders. In our philosophy of engagement (which we refer to as <emph>communally engaged educational psychology</emph>), we argue for an internal route to policy advocacy—led by education decision-makers at the school or district level—that is backed by research. Education decision-makers can be thought of as "individuals in formal positions through which educational changes can be enacted, including teachers, principals, school board members, district administrators, university researchers, and teacher educators" (Bertrand, [<reflink idref="bib9" id="ref19">9</reflink>], p. 1379). We also consider student leaders to be education decision-makers.</p> <p>Researchers, with their subject-matter expertise and access to vast resources, can be a valuable asset to education decision-makers seeking to create initiatives that positively impact the social conditions of students from historically marginalized backgrounds. In our own work, our policy and practice influence is mediated through local education decision-makers. One example of this is a recent study by Gray, Harris-Thomas, et al. ([<reflink idref="bib32" id="ref20">32</reflink>]) in which administrators, teachers, educational psychologists, and students co-developed an Opportunities to Belong survey tool within the context of an urban middle school serving a predominantly Black and Latino student population. The measure was created to address information gaps that school administrators had identified within their district's school climate survey. This tool has since been used as a means of providing specific, actionable, and timely student experience data to educators at our partnering school site. Additionally, the tool has been adapted by high school students in the district: They collected belonging data on the classroom experiences of their peers, analyzed these data with our support, and presented their findings at a professional development workshop attended by their teachers and district-level administrators.</p> <hd id="AN0173009715-5">How does a philosophy of engagement position scholars to evaluate the success of a community...</hd> <p>The success of communally engaged educational psychology can be described by the extent to which the educational psychologist (research partner) is trusted. This is evidenced in a variety of ways. For example, educational psychologists doing this work are successful (<reflink idref="bib1" id="ref21">1</reflink>) when education decision-makers reach out to educational psychologists to amplify their initiatives; (<reflink idref="bib2" id="ref22">2</reflink>) when local decision-makers endorse an educational psychologist's partnership efforts; (<reflink idref="bib3" id="ref23">3</reflink>) when decision-makers refer research partners to other people in their network to assist with their equity-focused initiatives; (<reflink idref="bib4" id="ref24">4</reflink>) when local decision-makers present educational psychologists with new ideas and suggestions for activities that extend beyond the original scope of partnership work; (<reflink idref="bib5" id="ref25">5</reflink>) when decision-makers reach out to partner on new projects; or (<reflink idref="bib6" id="ref26">6</reflink>) when stakeholders disclose sensitive information to research partners (e.g., about the local political environment, or policies that could be helpful for informing the success of current/future projects). All of these examples reveal how educational psychologists have become a trusted resource, whom decision-makers search out time and time again for counsel and support as their roles in school systems shift, and as strategic priorities in school districts evolve over time.</p> <hd id="AN0173009715-6">How might a project team's positionality inform their philosophy of engagement?</hd> <p>A research team's history of involvement with and participation in communities, as well as lived experiences of individual team members, should inform their philosophy of engagement. This might include clarifying how a research team has decided to work within marginalized communities and outlining the steps the team has taken (or will take) to build trust within these communities. It might also include articulating ways the team has found to intentionally leverage their resources to benefit the community initiatives in which they are partnering.</p> <p>We share our positionality to illustrate how our research team's personal histories and experiences inform the assumptions they bring to engaged scholarship. Our team consists of scholars from diverse racial and ethnic backgrounds (i.e., Black, White, and Afro-Latina). The insights, skills, and strengths that we bring to the work, along with our insider perspectives as members of marginalized communities, help us to authentically connect to, understand, and support the priorities of the schools and communities that we are working within.</p> <p>The first author of this article is a university faculty member with expertise in the fields of educational psychology and educational equity. He is involved in several local partnership efforts including a youth voice initiative that his team established among a public, urban-emergent, predominantly Black middle school, a local Historically Black University, a Predominantly White Institution, and a Black Fraternity Alumni chapter.</p> <p>The other four authors are former educators and early-career researchers. They all draw from their teaching experiences within marginalized communities, having taught in under-resourced schools that predominantly serve students of color. They have seen firsthand how detrimental a deficit-oriented research agenda can be for students and teachers, and how valuable it is to prioritize education stakeholders' sense of ownership within research partnerships.</p> <p>The second and third authors, both previously K-–12 classroom teachers, are partnering with local school officials to evaluate the effectiveness and potential biases within a school's current career-planning supports.</p> <p>The fourth and fifth authors are also former K–12 classroom teachers who partnered with the first author on teacher-led initiatives in their classrooms and school over the span of four years. They are now doctoral students working alongside the first author on research initiatives in that same school and district.</p> <p>In our engaged research we all take time to ensure that everyone involved feels that their dignity and voice are valued. We believe that if we did not devote our energies toward trust-building and co-creating, we would cause harm and that the intentions behind our philosophy of engagement would be compromised. These views, alongside our fields of expertise (e.g., belonging, motivation, Black girlhood, equity-focused quantitative and qualitative methods) guide us in determining how we approach educational research and in shaping our focus on impacting meaningful change on the ground level.</p> <p>The next section of this article outlines a series of partnership decisions stemming from a philosophy of engagement and researcher positionality via conceptual and practical accounts of communally engaged educational psychology.</p> <hd id="AN0173009715-7">A philosophy of engagement is refined as scholars do the work: Communally engaged educational...</hd> <p>The process of conducting engaged scholarship is dynamic in the sense that stakeholder reactions and project outcomes emerge from a series of interactions among key individuals involved in partnership activities and cannot be fully predicted. It is this element of <emph>surprise</emph> that action researchers say necessitates a scholar's spontaneous performance (i.e., an in-the-moment action taken that has a timely impact on the outcome of a project), and that also triggers a scholar's reflections on the key actions they are taking (or have taken) to contribute to a project's success (Schön, [<reflink idref="bib56" id="ref27">56</reflink>]). A philosophy of engagement can therefore become more concrete as scholars detail how their beliefs about engaged scholarship are enacted throughout their actions. An articulation of enacted engagement beliefs might include pivotal engagement experiences that have led to an evolution in engagement practices; adjustments that are being (or have been) made by a scholar to more meaningfully connect with education stakeholders; examples of roles and responsibilities assumed by scholars and education stakeholders in partnership activities; and a description of key milestones and challenges common in a scholar's engaged work.</p> <p>We present a model of communal engagement (Figure 1) as an example of activities, roles, and milestones in our partnership activities that focus on prioritizing and acting upon the hopes and dreams of community members by leveraging our power, privilege, and status as thought leaders with influence. This model of communal engagement subscribes to the values, assumptions, and practices inherent in an emancipatory communitarian approach to psychological research and interventions. The work of an <emph>emancipatory communitarian psychologist</emph>—a title coined by Prilleltensky ([<reflink idref="bib55" id="ref28">55</reflink>]) during his efforts to support psychologists in articulating, reflecting on, and challenging the ethical, social, and political implications of their efforts—serves multiple purposes. One involves connecting with members of historically marginalized communities on their terms, which includes allowing them to provide us as researchers with guidance on when, where, and how psychological research that is <emph>for</emph> them should be conducted <emph>with</emph> them. Another involves applying psychological insights in ways that reduce, and ultimately eliminate, the continuation of injustices and oppression inherent in social systems at both microlevels and macrolevels. In education, such systems might include various levels of organization within schools, communities, and society (Eccles & Roeser, [<reflink idref="bib22" id="ref29">22</reflink>])—including (but not limited to) tasks, groups, classrooms, academic programs, schools, communities, and districts.</p> <p>Graph: Figure 1. Model of communal engagement. Note. Artistic design copyright © 2023 Black and Belonging. Used with permission.</p> <p>In navigating relationships with educators, where ideas and policies are continually evolving, we advocate for a ground-up approach to the study of local policies and practices in which initiatives are shared for widespread adoption within a school district after they are both tested and endorsed by education decision-makers in that district. Our model of communal engagement also highlights a process by which the assumptions guiding a team's local equity-focused initiatives can be disseminated to other classrooms, schools, community sites, and initiatives within a school district. This process consists of four phases, in which each step informs the next: Phase One: <emph>Building a Tribe</emph>, Phase Two: <emph>Identifying Pockets of Affirmation</emph>, Phase Three: <emph>Establishing Communal Incubators</emph>, and Phase Four: <emph>Leveraging Existing Networks to Spread Stories Emerging From Partnership Activities</emph>. As shown in Figure 1, these four elements are conceptualized as occurring in continuous cycles. The endorsement of a project's Phase Four directly informs all other phases in future iterations of engaged partnership activities.</p> <p>To provide a textured, vivid, and authentic description of the affordances and drawbacks of communal engagement, we interweave narrative accounts of our firsthand experiences with engaged scholarship. We agree with Calfee and Berliner ([<reflink idref="bib13" id="ref30">13</reflink>]), who extoll the importance of narrative: "because tales are more engaging than expositions, because a story places conceptual issues into an integrative context" (p. 2). Further, working in solidarity with marginalized communities is a complex and dynamic process that involves making decisions in real time in response to needs and priorities of the community members being served; and stories serve as a means of articulating the decisions we have made along the way. The next section of this article details a series of such decisions, narrated by the first author.</p> <hd id="AN0173009715-8">Engaging in educational psychology research from a communal perspective 1</hd> <p>A year after moving to a new geographical region and settling into my educational psychology tenure-track position, a good friend and colleague gave me a reality check. He said, "You've been here for an entire year. What are your new projects? Are you collecting any new data? You are on the tenure track. Whose five-year plan are you on, and where is it headed?" I responded defensively, saying how hard it was to develop partnerships with the types of schools I wanted to work with—which were predominantly Black schools. He asked me why. I told him that the school administrators and teachers don't trust us. By <emph>us,</emph> I meant researchers, individuals from institutions with a history of exploiting historically marginalized communities, educational psychologists with a history of publishing and teaching from a deficit lens, and universities.</p> <p>I told him about my firsthand encounters with a principal at a local urban school, who admitted to me that when he receives surveys from district leaders who have established partnerships with university researchers, he does not even approach his teachers about the possibility of administering them. Instead, he throws the surveys in the trash, because he does not know or trust what the researchers will do with the information. He does not see any evidence that these outside researchers have an investment in his students or their community, nor does he anticipate any tangible benefits of this research for his students or teachers. My colleague responded, "Yeah, it's tough. But you've gotta crack the code."</p> <p>I left the conversation reflecting on how and why I found myself in this predicament. Somewhere between completing my graduate school admissions essay and my dissertation, I missed some learning opportunities that could have positioned me to better navigate the circumstance I found myself in. In my personal statement, I mentioned how I would apply my doctoral training in educational psychology to support "programs geared towards the educational uplift of the economically disadvantaged." However, after receiving my PhD, there appeared to be a disconnect between my social identity, the population I sought to prioritize in my training and in my work (with Black adolescents), my main reason for attending graduate school (to support their advancement in society, and shine a light on their brilliance), my methodological expertise, the geographic locale of the schools I sought to partner with (i.e., urban or urban emergent; Milner & Lomotey, [<reflink idref="bib47" id="ref31">47</reflink>]), and my job responsibilities. I began to realize that I needed to expand beyond the traditional boundaries of my field. The schools I wanted to work with (which were the very same demographic of the schools I attended as a youth) did not see me as an insider anymore, either. Yet I wasn't <emph>choosing</emph> to be an outsider.</p> <p>I felt I was called to serve this population, but I had very little formal training in how to work with them directly. Would I know how to avoid pitfalls, like serving their needs, hopes, desires, and dreams—along with my own, my team's, and my university's—without being exploitative? For that matter, what <emph>were</emph> my needs and hopes and desires and dreams? Well, I wanted a steady income to help secure my financial future; I wanted the flexibility and freedom of tenure; and I wanted to develop and study school-based teaching and learning initiatives that positively impacted marginalized youth from local communities. But how was I going to attain these goals? And all the while, my tenure clock had started, and time was passing swiftly.</p> <p>I realized that as the leader of a research team, I had to support the team in creating an approach for engaging with our priority population that would enable us to earn their trust, that was specific to our geographical context, and that would strengthen the capacity of our team. I had to find a way to secure my place as a faculty member—so that I could remain in academia long enough to leverage my university platform in ways that were meaningful to me and my community.</p> <p>I decided I needed to take a deeper historical dive to find concrete examples of scholars who used asset-based methodologies to tell the policy and practice-relevant stories emerging from sustained community engagement. I studied the life and works of such luminaries as Dr. Asa Hilliard (who worked, as a pan-African educational psychologist, to challenge racism in high-stakes testing and to develop culturally affirming curricula for Black students); Dr. Henry Frierson (who developed culturally responsive approaches to educational evaluation, established university pipeline programs and community partnerships for Black undergraduates and graduate students, and continues to run an annual Black scholar mentoring summit during the annual meeting of the American Educational Research Association); and Dr. A. Wade Boykin (who envisioned and co-organized the first Empirical Conference on Black Psychology, and developed a prominent framework of motivation and engagement for Black students). Although the accomplishments of these scholars are not often referenced in mainstream educational psychology outlets, their work is highly regarded by the broader educational community. I needed to learn how they disrupted the damaging narratives of Black students and how they decentered the peer-review publication process in their work to embrace <emph>psychological research as educational praxis.</emph></p> <p>I also delved into the history of education and learned that the culturally affirming practices and work of Black educators and intermediaries who advanced an asset-based agenda of education for Black people were not always revealed on a widespread scale—for fear that they and their work could be undermined by a school district or school system (Givens, [<reflink idref="bib27" id="ref32">27</reflink>]). Thus, their efforts often became covert, subversive, and fugitive. However, in movements for more equitable schooling conditions, equity-focused educators gave their <emph>trusted</emph> partners access to key information within schools, which could be used as supporting evidence in local, state, and national policy advocacy efforts (Siddle Walker, [<reflink idref="bib57" id="ref33">57</reflink>]).</p> <p>By delving further into the academic and public scholarship of these prominent Black scholars and seeking to build upon their strengths-based contributions to education and psychology, it became clear that no amount of theorizing and strategizing by my team alone would be as valuable as engaging with, being in solidarity with, and communing with, our priority population. By listening closely and by dynamically responding to them, and by working together, we could cocreate our agenda and strategies so that the messages we would later elevate as priority areas for policy and practice would be authentic—because they would emerge from the very people who were in the education systems our team sought to serve and improve.</p> <p>What emerged was a conceptual model of communal engagement—an amalgamation based on values I saw in those Black leaders I studied, in historical texts, in prior Black educational psychologists, in international perspectives in psychology, and via my own socialization and previous community leadership experiences as a high school student, undergraduate, and graduate student.</p> <hd id="AN0173009715-9">Phase one: Building a tribe 2</hd> <p>Our research team included graduate students as well as university faculty and research scientists who were well versed in motivation literature. However, no one on our original team[<reflink idref="bib3" id="ref34">3</reflink>] had formal teaching experience in K–12 settings, so we felt out of our depth. When we spoke with educators at predominantly Black urban schools about our expertise, our shaky voices revealed our insecurities as we tried to make a compelling justification for why we deserved their time for these meetings and for hearing our suggestions for partnerships. How could we convince them of the value we could bring to them in their classrooms?</p> <p>Our fears were not unfounded. Practicing educators regularly called us out on our level of experience partnering with schools like theirs. The only way to approach our partnership activities was from a place of humility. We knew our methods training provided us with information that could be valuable on many levels; but the rigor we brought to the table mattered only if it was coupled with the authenticity that practicing educators brought. So, we <emph>needed</emph> to partner with educators and others who had significant social capital in the schools we sought to serve, and who shared our values and our commitment to honoring and uplifting students from marginalized communities.</p> <p>Our vision included putting into practice lessons from motivation research in culturally affirming ways and partnering with educators who would codevelop and codesign how our professional development activities would look and feel. Fortunately, at one of the schools with which we were seeking to partner, we found an after-school program coordinator who wanted to work with us. We asked her to identify the most equity-focused educators at the school—not only from her point of view but from that of students who say these teachers regularly affirm them. She gave us a list. We received permission to meet with those teachers and let them know how they had been chosen. We explained the nature of our project and asked if we could do a one-on-one consultation with each of them to learn about their experiences with professional development around issues of motivation and to listen to their beliefs and assumptions about motivation. We said that during the consultation we would also explain our vision of where this project could be headed, and of where their expertise and insights might fit within the project.</p> <p>The teachers we talked to felt heard, seen, and valued; and because the consultations represented a soft launch for our project, we required little commitment from these educators up front before they got to know us. We told them that we would incorporate some of their ideas and suggestions for activities into the project. They were excited about the prospect of participating in the work and advised us on how we could sustain their engagement for the long term—including how the project should look, how it should be run, and how they wanted to be treated from the very start.</p> <p>But the most exciting win resulting from our conversations with the educators was a mutual commitment to the <emph>communal why</emph> behind our project: a commitment to supporting students via learning experiences that positioned them to meaningfully contribute to the social and physical conditions in which they lived and to make their community a better place. We would use STEM-focused activities as the context of the work and motivation concepts to guide teacher pedagogy. And as the project progressed, we became a networked community of educators and researchers who pushed each other to center our common educational goals in ways consistent with where we all wanted to go. This collective positionality opened up a world of possibilities for our research, programming, and dissemination efforts that would follow.</p> <hd id="AN0173009715-10">Phase two: Identifying pockets of affirmation</hd> <p>When conducting engaged research with our partnering educators, we learned how important an initiative's placement can be. For example, our project involved planning technology-rich activities for an initiative that was embedded within a larger after-school program. In the first semester, our efforts that were meant to impact students did not lead to the results we had hoped for. In large part this was due to the inconsistency of attendance. Some students attended intermittently, some never attended. And some students attended but sometimes had to leave early—suddenly we would see them packing to go because their parents had pulled up outside to pick them up. So, on any given day, the mix of students was different. We could not predict who would show up, or how long they would stay, or how much they would engage when they did show up. Therefore, we could not estimate, with any degree of certainty, the number of quality contact hours we would have with them per week, and therefore could not consistently collect data on their experiences.</p> <p>Then one of the teachers had a great suggestion about how to help the situation: What if we moved our activities to a classroom during the regular school day and embedded them within the school's STEM elective courses? We followed her suggestion and made it happen. As these courses were career- and technical-education–oriented, they aligned perfectly with some of our lessons. More students were thus eligible to participate in our study and so benefited from our efforts. The students also got more contact hours and could participate in STEM activities (whereas in the general after-school program, the expectation of student engagement in STEM activities had not been established). Additionally, our partnership became embedded within one of the school's professional learning communities, giving us more opportunities to discuss with teachers how their pedagogical moves aligned with motivation research.</p> <p>Through this experience, we were reminded of one of the crucial roles we as educational psychologists play in the school environment: To document and amplify institutional wisdom. We could not effectively build our own programs completely from scratch, as we had neither the time, the knowledge, nor the social capital to do so. We needed to serve in a way that built upon the strengths of the learning communities inside of the school.</p> <p>Some spaces in the school were viewed by students as culturally affirming and motivationally supportive. We call these <emph>pockets of affirmation</emph>. Educators in these spaces were ready to take their pedagogical moves to the next level, which included using the resources and information that outside researchers could offer. Some partnership efforts may fail if not appropriately integrated within a school's suite of existing activities and initiatives. Importantly for our project, the openness and trust that we established with educators from the outset made them comfortable with, and open to, helping us identify pockets of affirmation, which were a more appropriate placement for our ongoing collaborative efforts.</p> <hd id="AN0173009715-11">Phase three: Establishing communal incubators</hd> <p>Placing our STEM activities into STEM elective courses also facilitated our efforts to document how students' motivational trajectories were informed by the motivational support provided to them by their K–12 classroom teachers (Gray et al., [<reflink idref="bib34" id="ref35">34</reflink>]). Methodologically, however, we were at a crossroads. Could we systematically document the way the motivation principles we shared with educators during our professional development sessions were beginning to spread beyond the classroom? How were these motivation principles being used by educators in novel and unintended ways? And could we find a way to document our story that would satisfy the reporting standards for the top journals in the field of educational psychology in which we sought to publish?</p> <p>We were caught between prioritizing impact factor and real impact,[<reflink idref="bib4" id="ref36">4</reflink>] which were at odds with each other. Although these two aspects of our educational psychology efforts could co-occur, at this juncture we had to choose one or the other. Especially noteworthy was that one teacher—(referred to hereafter as Ms. A)—devised a way to provide motivational support to students outside of the classroom: by coaching them through a series of STEM design competitions. They won both the local and regional levels. The students' relationship with Ms. A did not end there. She subsequently decided to pursue a master's degree in educational psychology and asked us if she could join our research team. We were delighted to welcome her. We supported her in leading a talented team of students across different schools in another STEM design competition the following year. The students designed a school of the future that incorporated elements suggested by local community members. This project was a student-voice initiative that reflected how a learning space could look if its architects centered the belonging needs of culturally and linguistically diverse students.</p> <p>In turn, Ms. A supported the students by coordinating trips to local cultural and historical sites that put them in touch with their community and ancestral heritage. She showed them how to access information in libraries, coordinated visits to campus, and provided opportunities for them to share meals together so they could get to know one another better. In addition, Ms. A led her team in coordinating meetings with graduate students, with architects and other practicing professionals, and with professors who gave the students rigorous feedback on their design and presentations. As a result, the middle schoolers won that school of the future competition at the local, regional, and national levels.</p> <p>As a team, we developed an initiative that had the potential to positively impact a larger number of young people beyond the group we were directly supporting. We supported them in generating and articulating ways they could leave their community better than how they found it and that amplified the groundwork already being established (and led) by a partnering educator. In order to do so, the team had to think creatively about what achievement could mean for the students we were serving and build on the ways in which they wished to strive for excellence. In retrospect, we had created <emph>communal incubators</emph>, which are characterized as an environment in which (<reflink idref="bib1" id="ref37">1</reflink>) students are repositioned as experts of their own lived experience; (<reflink idref="bib2" id="ref38">2</reflink>) students are credited as young scholars who are already meaningfully connected to their community and who achieve in ways that are consistent with community uplift; and (<reflink idref="bib3" id="ref39">3</reflink>) adults invest time and resources in ways that are meaningful to students to ensure that their visions for what they wish to create and how they wish to create them can begin to come to life.</p> <hd id="AN0173009715-12">Phase four: Leveraging existing networks to spread stories emerging from partnership activiti...</hd> <p>Going through this process also challenged us to think beyond conventional methods of research dissemination in many ways. We reduced the number of papers we submitted for peer-reviewed publications (which, in the short run, increased the pressure we experienced around conforming to university expectations). To some degree, however, we resisted this pressure. In doing so, we discovered that the published articles emerging from our work on this project resonated more deeply with educational stakeholders than did our published papers about projects in which we were not communally engaged with educators and students.</p> <p>The more we got to know the communities we sought to represent, the more we learned about their perspectives, their experiences, and their priorities. It became evident that more culturalized interpretations of motivation constructs were needed—not only to support the practical application of motivation research, but also to critique and advance motivation theories. As a result, my colleagues and I wrote a conceptual article (Gray, Hope, & Matthews, [<reflink idref="bib33" id="ref40">33</reflink>]), informed by our work with various cultural groups in cities across the country.</p> <p>The paper was very well received, as evidenced by a series of subsequent dissemination efforts. It was chosen as one of the key readings at a national convening of education influencers and intermediary organizations, and drew more attention to our school-based partnership efforts. The event was a 2018 funder briefing by the Student Experience Research Network (SERN—formerly known as the Mindset Scholars Network). SERN's funder briefings provide over 20 national education foundations the opportunity to deepen their understanding of interdisciplinary policy and practice-relevant research. In turn, the insight they gain informs their investments and policy advocacy strategies. When invited to present at the funder briefing about bridging the science of belonging and practice in K–12 contexts, we asked if we could co-present with a practicing educator on our project (Gray & Truitt-Martin, [<reflink idref="bib35" id="ref41">35</reflink>]). This request was granted. Participants at the meeting discussed how belonging could be strategically elevated in future initiatives and how research on belonging can be used to support the experiences of students from diverse backgrounds and cultures. The proposed initiatives could be led by those who want to play a significant role in shaping the ways those decisions are made—including policy organizations, large funders, education curriculum developers, and teacher preparation programs. Positive reactions to the presentation reinforced the importance of authenticity in advocacy work and of the great value in allowing school partners to speak for themselves. We were thrilled to see that our presentation captured the audience's imagination. And later we discovered that some of the education foundations explored our peer-reviewed evidence, which subsequently informed their approach to developing investment portfolios centered on belonging research.</p> <p>This experience inspired our project team to incorporate stakeholder authenticity in our dissemination efforts. We chose a professional videographer to create a brief clip about the students who had won the national STEM design competition (Gray, [<reflink idref="bib30" id="ref42">30</reflink>]). We asked our university's public relations team to write press releases on our students' experiences during their journey to the championships (Bowen, [<reflink idref="bib10" id="ref43">10</reflink>]; Jarvis, [<reflink idref="bib39" id="ref44">39</reflink>]). And we hosted community forums of young people, where they learned about the traveling experiences and STEM design achievements of their peers, which we documented with pictures, videos, and audio recordings. By the time we were invited back to another SERN convening 11 months later, our team had amassed a host of stories on student achievement, with visuals that included their voices and artifacts. Subsequently, some organizations asked us to provide feedback on requests for proposals in which they planned to prioritize equity-focused motivation research; and a policy advocacy organization invited us to disseminate a model of race-conscious college- and career readiness through their communication channels (Ali & Allah, [<reflink idref="bib2" id="ref45">2</reflink>]).</p> <p>Overall, we found that by working in tandem with local educators and by giving them credit for their intellectual contributions (rather than by solely presenting their ideas anonymously on their behalf), our dissemination efforts reflected a blend of rigor, authenticity, and practical relevance. Moreover, by encouraging school systems to go beyond educational testing so as to amplify diverse forms of achievement excellence among youth, local education decision-makers were able to act on the distinct and tangible lessons emerging from our research. Thus, by being communally engaged on the ground, we became better partners for policy organizations and national coalitions in their ongoing advocacy efforts for meaningful causes in education.</p> <p>As our connections with community members continue to deepen, our work is evolving at a much more rapid rate because of the roots that we planted in the community. For example, the school district where this partnership is situated recently received two billion in funding to rebuild several of their schools. The school district's executive director of school planning invited Ms. A to serve as a subject matter expert as his office seeks to incorporate youth voice into the planning of their future schools. Moreover, Ms. A was invited by the school district's director of career and technical education to lead district-wide professional development activities on the topic of youth voice and project-based learning.</p> <p>In disseminating a broad array of information resources that elevates the priorities of the populations we had sought (and continue to seek) to serve, we found that our partner educators were able to more frequently point us to pockets of affirmation where potential partnering educators were already interacting with students in culturally affirming ways. In addition, community organizations became more open to sharing resources and materials that further support the youth-led ideas emerging from our communal incubators. They came to see the great value in the collective efforts of our community activities and forums, our videos, our students' presentations, the publications on our work, the blogs from our university, and, most importantly through word of mouth, about the impact of our work on young people.</p> <hd id="AN0173009715-13">Opportunities and methods for putting a philosophy of engagement in motion</hd> <p>To illustrate how a philosophy of engagement can be applied to educational psychology research and dissemination, we applied our communal-engagement lens to remix the <emph>Ten Challenges for Educational Psychologists</emph>, originally put forth in Eric Anderman's ([<reflink idref="bib5" id="ref46">5</reflink>]) APA Division 15 Presidential Address when he outlined actionable recommendations educational psychologists could employ to impact policy and practice. We view communal engagement as one way to serve policymakers and practitioners as they continue their work of tackling pressing issues in education and of helping to prevent schools from perpetuating disparities (Ladson-Billings, [<reflink idref="bib42" id="ref47">42</reflink>]). Table 1 outlines what this perspective shift could mean for the way educational psychologists can approach their work. We see these challenges as possibilities rather than as prescriptions for action. Given the situative nature of communal engagement, scholars are urged to consider the feasibility of these recommendations in light of geographic, social, and historic considerations, as well as their team's positionality.</p> <p>Table 1. Remixing Anderman's ([<reflink idref="bib5" id="ref48">5</reflink>]) Ten policy and practice outreach challenges for educational psychologists.</p> <p> <ephtml> <table><thead><tr><td /><td>For Educational Psychologists (via Anderman, <xref ref-type="bibr" rid="bibr5">2011</xref>)</td><td>For <italic>Communally Engaged</italic> Educational Psychologists</td></tr></thead><tbody valign="top"><tr><td>1</td><td>Present research to practitioners via workshops.</td><td>Partner with practitioners to design, develop, and co-facilitate workshops.<sup>1,4</sup></td></tr><tr><td>2</td><td>Provide assistance to a local superintendent.</td><td>Serve in a leadership role within a local school district.<sup>1,2</sup></td></tr><tr><td>3</td><td>Write an applied article for a practitioner-oriented journal.</td><td>Use innovative approaches to tell the stories of Educational Psychology.<sup>4</sup></td></tr><tr><td>4</td><td>Inform the public relations office at your institution about your area of expertise.</td><td>Leverage the communications channels at your institution to share how you can be of service to stakeholders.<sup>3</sup></td></tr><tr><td>5</td><td>Work collaboratively with teacher educators.</td><td>Partner with teacher educators to serve, learn, and build a consistent community presence.<sup>1, 2, 3</sup></td></tr><tr><td>6</td><td>Advocate for principles of educational psychology in teacher-intern programs.</td><td>Partner with preservice teachers to ensure that educational psychology principles are beneficial to teachers and promote greater educational equity.<sup>1</sup></td></tr><tr><td>7</td><td>Inform legislators about your research.</td><td>Develop grassroots approaches that support educators in advocating for the research-based insights that have worked in their classrooms.<sup>4</sup></td></tr><tr><td>8</td><td>Talk about your research with others—in person and via social media.</td><td>Practice making TASTY conversation with equity-focused educators.<sup>1</sup></td></tr><tr><td>9</td><td>Work with APA, AERA, and other organizations to influence accreditation standards (e.g., NCATE, TEAC), certification standards, and government policy.</td><td>Develop a track record of advocating with community-based organizations for equity-focused teaching standards.<sup>3</sup></td></tr><tr><td>10</td><td>Present research findings at practitioner-oriented conferences.</td><td>Attend and co-present at practitioner-oriented conferences and community events.<sup>4</sup></td></tr></tbody></table> </ephtml> </p> <p>1 <emph>Note.</emph> Superscripts indicate the alignment of the challenges with the four steps detailed in the model of communal engagement (Step 1: Engage in community conversation about ways to advance the social conditions of our young people; Step 2: Audit our community spaces to identify pockets of affirmation where causes can be pursued and nurtured; Step 3: Work collectively within pockets of affirmation to create and embed communal incubators; Step 4: Share stories of racial uplift and social progress emerging from our communal incubators).</p> <hd id="AN0173009715-14">Challenge 1: Partner with practitioners to design, develop, and co-facilitate workshops</hd> <p>Elevating practitioners as equal partners in the design, development, and facilitation of workshops helps address the challenges educational psychologists face in sharing their research with practitioners: namely, understanding which content is useful to practitioners, identifying the best mediums for presenting this information, and developing credibility and trust. Anderman ([<reflink idref="bib5" id="ref49">5</reflink>]) noted that "we will be more effective and accepted if we can relate these [professional development (PD)] sessions directly to current policy issues that are salient in teachers' lives" (p. 188). In our remixing of this challenge, we recognize that although a policy may be salient to teachers' lives, it may not necessarily be an authentic representation of educators' equity-focused dreams and goals for their teaching. However, by co-developing workshops with practitioners, educational psychologists can help ensure that the content being shared with the target audience is socially resonant (For examples of workshops co-developed with stakeholders, see the work of David-Chavez et al., [<reflink idref="bib17" id="ref50">17</reflink>]; Howard & Baker, [<reflink idref="bib38" id="ref51">38</reflink>]).</p> <hd id="AN0173009715-15">Challenge 2: Serve in a leadership role within a local school district</hd> <p>One of the best ways to gain insights into the strengths, areas of need, and priorities of local school districts is to become directly involved—such as serving on committees, volunteering in classrooms, and providing assistance to superintendents (Anderman, [<reflink idref="bib5" id="ref52">5</reflink>]). The third author of this article did just that by serving on the school board while enrolled as a full-time educational psychology doctoral student. Here, she shares part of her story as an example of the benefits of serving in a school leadership role to strengthen the ties between research and practice.[<reflink idref="bib5" id="ref53">5</reflink>]</p> <p> <emph>Running for and winning a seat on a school board as a graduate student has been exciting, demanding, and rewarding. As a school board member, I am gaining an insider perspective on coalition building within the community. People in this district have not always trusted their leaders to prioritize their children. So, demonstrating my trustworthiness has required consistent and ongoing efforts including making time to hear the perspectives of community members about the most pressing issues facing the district. Over time, their input on varied concerns including reading scores, gun violence, and leadership hires influenced how I think about research. It broadened my perspective about how and when research may be used to guide decision-making—and the importance of being clear about how research findings align with the district's priorities to create buy-in. District stakeholders want to see their students succeed but often have limited resources—both time and money—to enact major changes. Researchers need to clearly and concisely explain how their skills and time can be utilized to help districts attain their goals. Time spent both as a district leader and as a researcher has been helpful to me in understanding how decisions are made. As a researcher and a Black woman, my representation on the school board positions me as an insider to district-level decision-making (signaling for historically marginalized populations that their school systems may be open to change and racial progress), while also allowing me to advocate for, and critically analyze, the research basis for proposed district policies.</emph> </p> <hd id="AN0173009715-16">Challenge 3: Use innovative approaches to tell stories of educational psychology</hd> <p>For practitioners and policymakers to appreciate the applied significance of educational psychology research, we need to more effectively "tell stories about our research that focus on real teachers and students" (Berliner, [<reflink idref="bib8" id="ref54">8</reflink>], p. 143). Therefore, we suggest that educational psychologists: (<reflink idref="bib1" id="ref55">1</reflink>) use innovative approaches to involve community members in disseminating educational research, and (<reflink idref="bib2" id="ref56">2</reflink>) use nontraditional methods of dissemination that are accessible and compelling to teachers and students. Traditional modes of research dissemination often are not accessible to general audiences (as a result of such barriers as paywalls, publishing in peer-review journals, presenting at academic conferences, and using technical language and jargon), and often exclude perspectives of historically marginalized populations (Corrigan & Vats, [<reflink idref="bib16" id="ref57">16</reflink>]). To learn how to disseminate research in new modes, we need to work with practitioners and policymakers as co-creators.</p> <p>One example of how this co-creation can be done (Cervantes et al., [<reflink idref="bib15" id="ref58">15</reflink>]) is an initiative that was created by an NC State University faculty member, Crystal Chen Lee. She worked with high school students, their university teachers, and an affiliated community-based organization (Juntos NC) to co-create an article in an open-source practitioner-focused publication outlet (<emph>Fringes</emph>, the North Carolina English Teachers' Association journal). In the article, Cervantes and colleagues ([<reflink idref="bib15" id="ref59">15</reflink>]) highlighted the benefits of using a collaborative approach to disseminate their research: "... this piece and our collaborative work strives to honor the students' own writing and language preference, including how they describe and discuss the world around them and how they explore their positionalities, while celebrating their own storytelling" (p. 37). By engaging the students as co-creators and by involving stakeholders in scholarship, the educational researchers ensured that the research findings were written in language preferred by their community partners and that the issues most important to them were prioritized.</p> <hd id="AN0173009715-17">Challenge 4: Leverage the communications channels at your institution to share how you can be...</hd> <p>University communications and marketing offices build interest and share information about the accomplishments of university faculty, staff, and students. This includes research findings as well as innovations, experiences, and partnerships that demonstrate how the university is serving as a resource in the lives of the community. Staff in these offices can therefore be tapped to help create awareness of ongoing community-engaged efforts that are addressing needs of marginalized communities. For example, rehabilitation and counseling psychologists Dr. Sung et al. ([<reflink idref="bib60" id="ref60">60</reflink>]) at Michigan State University developed a career initiative that provides skills training and job placement on campus to high school graduates with disabilities. The initiative has had a tremendously positive impact on the life trajectories of the trainees and is aligned with Michigan State's mission as a land-grant institution. The university's communications staff has become champions of the program, extolling its merits and impacts in their communications. They interviewed partners at all levels of the project—from the principal investigator to life- and job-skills trainers, to interns who are directly benefitting. This multipronged approach provides potential funders, donors, and policymakers with a comprehensive look into the program's impact; creates momentum for leveraging strategic partnerships and resources at the university to expand the program; and shows prospective interns how the program can serve them and their needs.</p> <hd id="AN0173009715-18">Challenge 5: Partner with teacher educators to serve, learn, and build a consistent community...</hd> <p>Patrick et al. ([<reflink idref="bib51" id="ref61">51</reflink>]) pointed out that educational psychology does not always have a central role in teacher education despite the fundamental importance of learning processes, motivation, and development in education. The three challenges they raise remain outstanding action items for our field: "[<reflink idref="bib1" id="ref62">1</reflink>] highlight the relevance of educational psychology research for educators, [<reflink idref="bib2" id="ref63">2</reflink>] develop collaborative relationships and shared visions with teacher education colleagues, and [<reflink idref="bib3" id="ref64">3</reflink>] produce evidence of the benefits of educational psychologists' involvement in teacher education" (pp. 75–76).</p> <p>Educational psychologists can learn much from teacher education colleagues about how to consistently and effectively partner with and add value to schools and communities via practicum experiences. Teacher educators have decades of experience in building school partnerships that are beneficial to preservice teachers, the school partners, and school-based research. The practicum experience that teacher educators oversee improves their students' understanding of how theory relates to practice (Allen et al., [<reflink idref="bib3" id="ref65">3</reflink>]), which helps to reduce the research-to-practice gap prevalent in education while also revealing potential practice-to-research gaps (Farley-Ripple et al., [<reflink idref="bib23" id="ref66">23</reflink>]). Preservice teachers' practicum experiences can contribute to research insights because they serve as a mechanism for remaining in tune with what is <emph>actually</emph> happening within local schools, and for identifying the most pressing concerns expressed by K–12 teachers and students (Neal et al., [<reflink idref="bib49" id="ref67">49</reflink>]). As educational psychologists seek to increase their impact on policy and practice, it is essential to partner with (and learn from) teacher educators by serving in a support capacity during preservice teachers' practicum experiences. Given that some teacher educators routinely reject educational psychology concepts, methods, recommendations, and curricula, establishing such collaborative networks with teacher education colleagues may require persistence and humility.</p> <hd id="AN0173009715-19">Challenge 6: Partner with preservice teachers to ensure that educational psychology principle...</hd> <p>Preservice teachers also can uncover gaps in educational psychologists' instruction. We discovered this firsthand from an undergraduate preservice teacher (hereafter known as Ms. D) working on one of our partnership projects. During her regular site visits to schools, Ms. D took pictures and videos of some classroom activities, and made connections between what she observed in the classroom and what she was learning in her undergraduate educational psychology courses. Ms. D was impressed with how educators in one school (with a student population that is predominantly Black and Latino) incorporated approaches that used race-reimaging (DeCuir-Gunby & Schutz, [<reflink idref="bib18" id="ref68">18</reflink>]) to convey to students how classroom materials connected to their home and community life. She noted how those approaches differed from what she had learned in her Introduction to Educational Psychology course, which had included few instances of cultural connections. Inspired by this experience, she wanted to find a way to share her new-found knowledge with her peers. She decided to design a professional growth unit (a co-curricular workshop) for her fellow preservice teachers and invited teachers she deemed highly effective to a university panel to unpack some of their pedagogical strategies she had observed.</p> <p>Educational psychologists can use such translational experiences to help close information gaps in educational psychology courses. For example, in the academic material we teach to preservice teachers, we could present race-reimaging in ways that position them to better understand and address the psychological needs of diverse learners. In turn, preservice teachers' insights and observations can support us in amplifying the practices of equity-focused educators in ways that supplement educational psychology course instruction and that reinforce key educational psychology concepts in a race-reimaged way.</p> <hd id="AN0173009715-20">Challenge 7: Develop grassroots approaches that support educators in advocating for the resea...</hd> <p>One strategy successfully used by the APA to advocate for the advancement of psychology involves educating policymakers on how legislation is impacting scholars in their state. For example, in May 2021, the APA's <emph>Stand for Science to Advance Psychology Summit</emph> provided 132 psychologists from 35 states with advocacy preparation sessions, time to collectively discuss their talking points with one another, and a day of virtual meetings to pitch APA's scientific priorities to their U.S. congressional delegates. Two of APA's priorities that were advocated for have since been passed into law (American Psychological Association, 2021).</p> <p>At a grassroots level, community-engaged educational psychologists could employ an advocacy model similar to that of the APA's by supporting educators in sharing how educational psychology resources, models, and interventions have practical relevance in their schools and classrooms. Such efforts are important to help refute the critique of educational psychology as a field without a large base of equity-focused studies. For example, when the target audiences are local principals and district leaders, educational psychologists can show how initiatives that led to successful programming in one school can be adopted for use with a larger segment of educators (which we refer to as the <emph>horizontal spread</emph> of educational psychology principles) and how the initiatives can be used as a basis for new district-led initiatives on ways to support students (which we refer to as the <emph>vertical spread</emph> of educational psychology principles).</p> <hd id="AN0173009715-21">Challenge 8: Practice making TASTY conversation with equity-focused educators</hd> <p>As educational psychologists, part of influencing policy and practice involves convincing decision-makers to take action to address educational challenges. As with delivering any persuasive message, target audiences attend to cues about the nature of the message and the messenger (Petty & Cacioppo, [<reflink idref="bib54" id="ref69">54</reflink>]). Thus, it is essential that educational psychologists practice discussing their work with equity-focused educators to determine which aspects of messaging equity-focused educators deem TASTY<emph>—</emph>an acronym that stands for the following criteria: <bold>T</bold>eaches, <bold>A</bold>ction steps, <bold>S</bold>olves, <bold>T</bold>ransforms, <bold>Y</bold>our voice. Created by entrepreneur Danielle Leslie, it refers to content that is "going to <bold>T</bold>each your audience something, provide <bold>A</bold>ction steps, <bold>S</bold>olve an urgent pain point (emphasis on urgent), which <bold>T</bold>ransforms them from point A where they are to point B where they want to be, and you're going to do this in <bold>Y</bold>our voice" (Minning, [<reflink idref="bib48" id="ref70">48</reflink>]). Peer-reviewed research to date has not explicitly evaluated the effectiveness of the TASTY messaging approach. However, elements of the TASTY approach align with core principles of the well-established Elaboration Likelihood Model (ELM) of persuasion (Petty & Briñol, [<reflink idref="bib53" id="ref71">53</reflink>]) because they touch on both central routes (i.e., quality argumentation, evidence, logical reasoning), and peripheral routes (i.e., messenger creditability) by which individuals become persuaded. Applying the TASTY messaging approach, Leslie took her distance learning course sales "from 0 to over $1 million in 2 years—and then making over $10 million across the next 2 years" (Minning, [<reflink idref="bib48" id="ref72">48</reflink>]).</p> <p>Communally-engaged educational psychologists can develop resources to support persuasive messaging both virtually and in person, and can tailor the resources to their intended audiences. This might include working on developing media kits, promotional videos, press releases, and digital portfolios that can be viewed asynchronously, and that can be shared in ways that do not have to be mediated directly by scholars (i.e., that can be shared directly from one educator to another). This content might include a specific ask, an equity-focused why, the selection of imagery that matches the why, an esthetic that matches the why, key equity-focused partners, guiding principles, and a deeper emphasis on elevating the voices of marginalized communities over self-promotion. Other approaches might include working on developing resources such as collateral marketing materials (e.g., flyers, posters, brochures, signage), and event tables, pitch decks, and live demonstrations.</p> <p>Although some equity-focused educators may be unmoved by educational psychologists' attempts to convey the relevance and importance of our community-engaged efforts, educational psychologists must persevere by doing the requisite legwork, being persistent, and building confidence along the way by reflecting on wins and learning from losses over time.</p> <hd id="AN0173009715-22">Challenge 9: Develop a track record of advocating with community-based organizations for equi...</hd> <p>Anderman ([<reflink idref="bib5" id="ref73">5</reflink>]) challenged educational psychologists to "become more involved in shaping standards, licensure requirements, and policies so that principles of educational psychology are reflected in those requirements" (p. 193). Educational psychologists have an important role in constructing accreditation and certification standards. We propose that such efforts also focus on redefining accreditation and certification standards that promote greater equity in education (e.g., Zusho et al., [<reflink idref="bib63" id="ref74">63</reflink>]). By developing engaged research partnerships, educational psychologists will gain key insights into challenges facing underserved schools, positioning them to creditably provide recommendations to national organizations about how to remix accreditation and certification standards to be equity-focused. As instructors of preservice teachers, educational psychologists could leverage existing platforms to invite community-based organizations into academic spaces to teach and to assess the extent to which preservice teachers understand community-informed, culturally affirming practices (King & Swartz, [<reflink idref="bib40" id="ref75">40</reflink>]). Community-based organizations can also play a major role in helping educational psychologists to develop a strategic plan for locally addressing the lack of ethnic diversity in the teacher workforce (Sleeter, [<reflink idref="bib58" id="ref76">58</reflink>]). Educational psychologists have the skills to problematize and critically examine these barriers; those who are in university leadership roles are in a strong position to advocate for equity-focused accreditation and certification standards.</p> <hd id="AN0173009715-23">Challenge 10: Attend and co-present at practitioner-oriented conferences and community events</hd> <p>Underpinning each of these challenges is prioritizing practitioners—their values, their concerns, and their voices. Ask practitioners to share their dissemination priorities, the messages they want to impart, and their suggestions for alternatives to presenting at traditional research conferences. For example, supporting stakeholders in their endeavors to present at practitioner conferences can help ensure that research-based insights spread among teacher networks, and can signal educational psychologists' personal investment in partnering educators' professional trajectories.</p> <p>Another way for educational psychologists to connect with their partners is via community events, which signals their interest in investing in the community as a whole and keeps researchers abreast of what is at the forefront of their partners' current focus. Attending major cultural celebrations and festivals is a good starting point. But <emph>participating</emph> in local events—such as serving on an organizing committee for community forums or marching in support of an important local cause—can provide researchers with insights into the community that cannot be conveyed secondhand.</p> <p> <emph>But how can educational psychologists position themselves to be aware of such important events and happenings in the communities they are partnering with?</emph> One approach might be to let their partners know that they want to be involved in the community beyond research projects, and ask them to share venues for accessing event calendars. By taking part in a community's meaningful moments, educational psychologists can show that their commitment is authentic and sincere.</p> <hd id="AN0173009715-24">What could make a philosophy of engagement difficult to enact?</hd> <p>There are currently several factors that could make it difficult (but not impossible) to enact a philosophy of engagement. First, as previously mentioned, mainstream theoretical frameworks in educational psychology have not always centered the perspectives of historically marginalized communities. Thus, a philosophy of engagement may require an interdisciplinary lens, and the integration of epistemological perspectives and theoretical frameworks from outside the field. We recommend that educational psychologists also look to the work of researchers from other disciplines as examples of the way scholars are approaching their engaged work in equitable, yet unconventional ways. Such examples include the work of learning scientist Daniela DiGiacomo (see DiGiacomo et al., [<reflink idref="bib19" id="ref77">19</reflink>]), special education researcher Jamie Pearson (see Pearson et al., [<reflink idref="bib52" id="ref78">52</reflink>]), literacies scholar Tamara Butler (see Butler, [<reflink idref="bib12" id="ref79">12</reflink>]), community psychologist Jessica Barnes-Najor (see Barnes et al., [<reflink idref="bib7" id="ref80">7</reflink>]), and rehabilitation counseling researcher Aydin Bal (see Bal et al., [<reflink idref="bib6" id="ref81">6</reflink>]).</p> <p>Second, there may be instances during data collection in which the contextual demands of a partnership conflict with traditional standards for publication. For example, in assessing the relation between communal learning opportunities and behavioral engagement across an instructional unit in STEM elective courses, in one study, we decided to use single items instead of multi-item scales. Our communally engaged reason for doing so was rooted in a desire to "keep interrupted instruction time to a minimum" (Gray et al., [<reflink idref="bib34" id="ref82">34</reflink>], p. 7). Maintaining healthy dynamics between scholars and educators can be crucial to sustainable partnership-building and trust. Despite being guided by practical and contextual demands in our survey development, we still needed to maintain the rigor required for publishing in academic journals. This rigor is seen in our attention to the cultural and contextual features of the classroom environments that fostered Black and Latinx students' STEM engagement. Specifically, the use of our single items was embedded within a larger mixed-methods investigation that utilized repeated observation methods, an event-sampling survey methodology, focus groups, and interviews. Thus, our choice to triangulate and integrate data sources highlights a methodological choice that lends itself to the publication of engaged research, while not losing "sight of the children and their teachers that our research is intended to help" (Berliner, [<reflink idref="bib8" id="ref83">8</reflink>], p. 158).</p> <p>Third, the values, beliefs, and assumptions integral to an equity-focused scholar's philosophy of engagement may not always be appreciated—at least when evaluated by traditional metrics for success within the academy. Therefore, it may be risky for scholars (especially those early in their careers) to spend the time it would take to prioritize building sustainable initiatives with schools and communities (Fischman et al., [<reflink idref="bib24" id="ref84">24</reflink>]). We urge senior scholars to advocate for the value of engaged research within premiere educational psychology outlets, and to make cases for why publications in extension and engagement journals may count toward reappointment, promotion, and tenure. There is also a need to expand what qualifies as research dissemination to reflect the ways that communities share new knowledge such as digital media, storytelling, and visual arts. Keeping in mind that engaged scholarship and diverse forms of dissemination are not widely recognized in educational psychology for the rigor that they can entail, we urge educational psychologists to diversify their projects and publication submissions while increasing their familiarity with and productivity in engaged research. Moreover, in line with the idea of being <emph>communal</emph>, we recommend conducting engaged research with a team of scholars due to the large time commitment and high risk–high reward nature of the work.</p> <p>A fourth consideration in developing a philosophy of engagement is that early-career scholars do not always receive mentoring in how to conduct engaged research. To help address this issue, educational psychology programs could actively recruit graduate students and early-career scholars who have experience working within communities, and who could collaborate closely with faculty to develop new protocols and partnership models for conducting engaged research as educational psychologists. For example, Gray, Harris-Thomas, et al. ([<reflink idref="bib32" id="ref85">32</reflink>]) provides a model of a culturally informed survey development in urban school districts. Another example is the route that the fourth author of the current article took to the field: She came to educational psychology through her work as an educator, mentor, and youth advocate, which provided her with valuable insights about how educational psychology research could be leveraged to positively impact communities.</p> <p>A final consideration is that a philosophy of engagement in many ways requires a dynamic (Hilpert & Marchand, [<reflink idref="bib36" id="ref86">36</reflink>]) and situated (Nolen et al., [<reflink idref="bib50" id="ref87">50</reflink>]) orientation to research in order to more deeply attend to, process, interpret, and respond to pressing community needs in real time. As with any other approach to research, these perspectives require time to learn—and for educational psychologists who are trained primarily in positivist and/or experimental approaches, also perhaps time to do some unlearning. Considering this time commitment, educational psychology programs could include structural opportunities that allot protected and compensated time during graduate assistantships/program internships for interested students to embed themselves in communities to develop as engaged scholars. Following the example of Dr. Temple Lovelace and her <emph>Emancipatory Research + Development</emph> framework (Lovelace, [<reflink idref="bib44" id="ref88">44</reflink>]), faculty members seeking protected time to develop as engaged researchers might consider taking time away from their traditional academic roles (perhaps doing a residency with an education foundation) to focus full time on developing their own engagement models.</p> <hd id="AN0173009715-25">What accountability mechanisms might preserve the integrity of a philosophy of engagement?</hd> <p>There are a few ways that educational psychologists can check the extent to which their partnership efforts are in alignment with their philosophy of engagement (or vice versa) including operationalizing success and reflecting with education stakeholders. For example, considering that a goal of communally engaged educational psychology is for a scholar to remain in a working relationship with local education decision-makers on equity-focused initiatives over time, some success indicators might include: (a) project sites with a high rate of key returning partners, semester after semester; (b) stakeholder recommendations implemented within a project each semester, (c) scheduled speaking engagements led by education stakeholders where content co-created with a researcher is being presented or shared; (d) key stakeholders in schools who, if they leave the school or district, have multiple successors in place for an initiative; (e) stakeholders who embrace and employ a project's philosophies and assumptions when they exit their current role and enter a new role within their current school district, in another school district, in another geographical locale, or in another profession.</p> <p>In addition, remaining in line with one's philosophy of engagement may require accountability from practitioners and community members. We offer a set of reflection questions to guide equity-focused partnership conversations between researchers and education stakeholders (Table 2). The questions are informed by scholarship on race-reimaging (DeCuir-Gunby & Schutz, [<reflink idref="bib18" id="ref89">18</reflink>]), humanizing pedagogy (Carter Andrews et al., [<reflink idref="bib14" id="ref90">14</reflink>]), school-family-community partnerships (Bryan & Henry, [<reflink idref="bib11" id="ref91">11</reflink>]), university outreach and extension (Doberneck et al., [<reflink idref="bib20" id="ref92">20</reflink>]), and K–12 school partner legitimacy (Furco, [<reflink idref="bib25" id="ref93">25</reflink>]). We frame these reflection questions from the perspective of education decision-makers so that they are positioned to understand and evaluate the principles and assumptions underlying a proposed project—and ultimately to help both researchers and their stakeholders unpack the extent to which a proposed partnership meets a community's threshold and goals for sustainability, equity, trust, and impact.</p> <p>Table 2. Guiding questions assessing the communal implications of engagement efforts in schools and communities.</p> <p> <ephtml> <table><thead><tr><td>Domain</td><td>Guiding questions</td></tr></thead><tbody valign="top"><tr><td>Researcher Values and Ideology</td><td>What is your vision for this partnership?</td></tr><tr><td /><td>What prior knowledge do you have about our community, school, and student population?</td></tr><tr><td /><td>How will you get to know our school community?</td></tr><tr><td /><td>Are you comfortable with waiting until we have established a rapport before discussing data-collection opportunities?</td></tr><tr><td /><td>What work have you done within our community?</td></tr><tr><td /><td>What community networks have you established? What can you tell us about your positionality?</td></tr><tr><td /><td>What research are you using to guide this partnership? Which scholars have been most influential in shaping your perspective on educational equity? What motivates you to do this work?</td></tr><tr><td>Community Investment</td><td>How does your vision of this partnership align with our values, goals, or mission?</td></tr><tr><td /><td>How will you interact with our school community? How will you immerse yourself in our school community to gain a deeper understanding of it?</td></tr><tr><td /><td>What aspects of this partnership address needs of our school community that we have previously identified?</td></tr><tr><td /><td>What opportunities will teachers have for professional development in connection with this partnership?</td></tr><tr><td /><td>Will there be opportunities to co-present findings? Will our teachers be given access to scholarship resources through our partnership? Will this partnership be sustainable and ongoing? Do you have a succession plan in place? After your current research funding runs out, what is your plan? Who will help sustain the project if you move to another institution or leave academia?</td></tr><tr><td>Equity-Focused Approaches</td><td>How will this partnership position our educators and students as experts and professionals working with researchers, as opposed to being only subjects in their research?</td></tr><tr><td /><td>In what ways will this partnership build power among educators, students, and/or the community?</td></tr><tr><td /><td>How will our voices and perspectives be presented in this partnership?</td></tr><tr><td /><td>How will you assess the needs of our school community? Do you have an approach for mapping the assets and cultural wealth that we have here?</td></tr><tr><td /><td>What asset-based approaches will guide the development of your measures?</td></tr><tr><td /><td>To what extent will we be involved in the development of the plan for the research (e.g., the questions asked and the constructs observed)?</td></tr><tr><td /><td>Who will be conducting observations of our teachers and students? What training have you received around issues of equity? To what extent will you be able to see teachers as creating value in spite of perceived "chaos" and complexity in the classroom?</td></tr><tr><td>Ownership</td><td>Will we have a say in the narrative, images, and ways we are portrayed in your scholarship?</td></tr><tr><td /><td>What protocols will be in place to enable us to provide you with feedback about the partnership and research to ensure that our goals are continuing to be met?</td></tr><tr><td /><td>Will the work being done through this partnership be accessible to our educators and community members? What is your dissemination plan?</td></tr><tr><td>Practical Relevance and Impact</td><td>What impact will your work have on our school community?</td></tr><tr><td /><td>What outcomes do you foresee from this project? What resources (e.g., university, community, networking) will our participation in this partnership give us access to?</td></tr><tr><td /><td>In what ways will the partnership expand our network of resources?</td></tr><tr><td /><td>In what ways does this project generate new and innovative knowledge to address our existing problems?</td></tr><tr><td /><td>What does success look like for you as a result of partnering with us?</td></tr></tbody></table> </ephtml> </p> <p>The guiding questions on Table 2 are organized into five domains intended to support important building blocks for partnership. Collectively, questions contained in the <emph>Researcher Values and Ideology</emph> and the <emph>Community Investment</emph> domains are designed to aid in articulating philosophies around strengthening community-researcher relationships. Within the <emph>Equity-Focused Approaches</emph> and <emph>Ownership</emph> domains, we offer questions intended to draw out assumptions regarding how community members are situated within the work, and the extent to which the researcher believes they should have a voice in determining what happens in a project after data has been collected. The questions developed for the <emph>Practical Relevance and Impact</emph> domain touch on core beliefs about the extent to which engaged research efforts are merely extractive, or beliefs about whether research done in partnership with communities should result in enriching the community (e.g., access to resources, addressing identified problems, tools and skills for self-reliance).</p> <p>Field-level accountability mechanisms may also be useful for scholars seeking to (re)establish and maintain a sense of alignment between their scholarly activities and their community presence. For example, graduate training in educational psychology could include structured time for students to develop and refine their philosophies of engagement. This may be achieved by modifying existing curricula to embed reflection opportunities into traditional educational psychology course offerings (e.g., proseminars; courses on such topics as motivation, cognition, and affect). Scholars who specialize in participatory methods might develop new educational psychology course offerings to provide students with community-based learning exercises and field experiences.</p> <p>Educational psychology graduate program milestones typically include major area papers, comprehensive examinations, and first-year projects. Graduate programs could support students in developing a portfolio of communally engaged reflections and artifacts across their graduate school journey (T. F. Adeoye & A. Zengilowski, personal communication, March 3, 2023), and could use the remixed challenges illustrated in Table 1 to inform guidelines about what a communally engaged educational psychology portfolio might entail. Universities may incentivize these efforts through promotion and tenure evaluations that assess how candidates are integrating consequential community work into their research, teaching, and mentoring activities. Professional societies such as Division 15 of APA, Division C of AERA, and the Scholarly Consortium for Innovative Psychology in Education (SCIPIE) could support the next generation of communally engaged educational psychologists through the creative use of conference programming hours, workshops, training opportunities, requests for proposals, affinity groups, and graduate student impact awards.</p> <p>Although the proposed accountability mechanisms are critical components for advancing this work, bringing engaged scholarship into mainstream educational psychology could backfire if psychologists enact performative and superficial community work. It is therefore important that scholars who seek to establish community connections and to address the societal conditions of people from racially and linguistically diverse backgrounds convene and develop safeguards to help prevent further harm to marginalized communities perpetuated by psychologists.</p> <hd id="AN0173009715-26">Closing thoughts on the road to impact</hd> <p>By calling attention to the concept of a philosophy of engagement, we intend to affirm the rightful presence of communally oriented scholars in educational psychology as they work to eliminate structural barriers facing marginalized populations. As noted by Prilleltensky ([<reflink idref="bib55" id="ref94">55</reflink>]):</p> <p>Psychologists who value interdependence are likely to define problems of clients in social, as opposed to intrapsychic, terms. Following from this, they may have a vision of a good society in which collaboration and reciprocity are more important than personal success. (p. 519).</p> <p>We offer a message of encouragement to scholars who see themselves reflected in this characterization: Look beyond your training experiences in psychology, and envision what unity between psychologists and communities could look like <emph>for you</emph>. Interacting with teachers and students from marginalized communities can help you become more aware of educators' lived experiences, and of the many suppressive cultural boundaries in psychology they endure from harmful practices. Illustrations in psychology journals—typically black and white, linear models—do not always depict the complex, dynamic, and colorful exchanges of energy so integral to being in solidarity with historically marginalized populations. Continually look for ways to maintain and increase your emotional investment in and commitment to social progress—whether you find inspiration online, within your own networks, or by creating your own support groups.</p> <p>Remember that the fight to dismantle systemic oppression is <emph>a work of heart</emph> (and it is intergenerational). So, give yourself time to discover how you can best navigate and disrupt oppressive institutional and societal structures. Use your mind, body, and creativity to engage with stakeholders and scholars who are directly in touch with the populations they serve. In an era in which some academic institutions, companies, and professional organizations are adopting equity-focused language as a reactionary and symbolic demonstration of their commitment to antiracism, remain skeptical and keep your mind open. Recall the words in 1970 of the Godfather of Black Psychology, Dr. Joseph L. White, who taught us that "rhetoric properly applied can make us psychologically conscious of what it means to be Black. But we must not equate the imagery of this Black consciousness with the actualities of concrete social progress" (White, [<reflink idref="bib61" id="ref95">61</reflink>], p. 52).</p> <p>Both socially and emotionally, you are connected with human suffering and structural injustice because you have lived them yourself and are in close proximity with other people who experience them on a daily basis. Always make time for rich cultural experiences that inform your conceptualization of the word <emph>communal</emph>. Internalize these experiences, and use them as a compass to help clarify your advocacy direction and what you should be advocating for. As you navigate academia, corporate entities, or your own community-based organization's activities, always return to your <emph>why</emph>, and seek community- and career experiences that bring you joy. Call on the communal values and the civic participation of your mentors, elders, champions, and tribes as continual reminders of just how much your communal engagement can contribute to the liberation and healing of oppressed and marginalized people.</p> <hd id="AN0173009715-27">Acknowledge</hd> <p>We wish to thank members of the Community Engaged Scholarship Think Tank for their feedback on the ideas presented in this article (Emmanuel Akogyeram, Micaha Dean Hughes, Latasha Reid-Daniels, Adama Washington, and Ece Yilmaz). We also thank Lauren Bryant for her feedback on an earlier version of this article. 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Educational Psychologist, 58 (4), 244 – 260.</bibtext> </blist> </ref> <ref id="AN0173009715-30"> <title> Footnotes </title> <blist> <bibtext> This section is written in first-person to provide a narrative account of Communally Engaged Educational Psychology from the perspective of the first author.</bibtext> </blist> <blist> <bibtext> We use "tribe" in this paper to describe an entrepreneurial community of people bound together by a common purpose and culture—similar to how it is used in business scholarship (e.g., Goulding et al., [28]; Holzweber et al., [37]).</bibtext> </blist> <blist> <bibtext> The co-authors on this paper were not members of the original team and joined the group later.</bibtext> </blist> <blist> <bibtext> When universities use narrow metrics to define scholarly impact, they socialize scholars into the existing publication-chasing culture even further. Concerned about this practice, the American Association of University Professors (AAUP) advises academic institutions to "exercise extreme caution" when choosing whether to use subscription-based software packages to assess scholarly impact (American Association of University Professors, [1]). The primary issues they raise are that (1) such software packages assess impact using only quantitative measures of scholarly productivity, and that (2) an emphasis on these metrics leads scholars to hyperfocus on metrics (such as the number of publications and the number of times cited) at the expense of other realms of faculty responsibility. Dr. Beronda Montgomery is among those scientists who view the growing popularity of digital measures—and thus the publication-chasing culture—as too narrow for their personal vision for success. Dr. Montgomery developed her own academic index—the <emph>B-Index</emph> (i.e., the Beronda index)—which she uses as a personal reflection tool and, in her annual scholarly evaluations, to identify what "impact" means from her perspective. (For a full description of the B-Index, see Mayuzumi, [46]).</bibtext> </blist> <blist> <bibtext> This section is written in first-person to provide a narrative account of becoming a member of a local school board while in an educational psychology PhD program, from the perspective of the third author.</bibtext> </blist> </ref> <aug> <p>By DeLeon L. Gray; Alexandra A. Lee; Brooke Harris-Thomas; Joanna N. Ali and Kia J. Allah</p> <p>Reported by Author; Author; Author; Author; Author</p> </aug> <nolink nlid="nl1" bibid="bib31" firstref="ref3"></nolink> <nolink nlid="nl2" bibid="bib21" firstref="ref5"></nolink> <nolink nlid="nl3" bibid="bib26" firstref="ref6"></nolink> <nolink nlid="nl4" bibid="bib43" firstref="ref8"></nolink> <nolink nlid="nl5" bibid="bib29" firstref="ref10"></nolink> <nolink nlid="nl6" bibid="bib41" firstref="ref11"></nolink> <nolink nlid="nl7" bibid="bib45" firstref="ref13"></nolink> <nolink nlid="nl8" bibid="bib62" firstref="ref14"></nolink> <nolink nlid="nl9" bibid="bib50" firstref="ref16"></nolink> <nolink nlid="nl10" bibid="bib59" firstref="ref18"></nolink> <nolink nlid="nl11" bibid="bib32" firstref="ref20"></nolink> <nolink nlid="nl12" bibid="bib56" firstref="ref27"></nolink> <nolink nlid="nl13" bibid="bib55" firstref="ref28"></nolink> <nolink nlid="nl14" bibid="bib22" firstref="ref29"></nolink> <nolink nlid="nl15" bibid="bib13" firstref="ref30"></nolink> <nolink nlid="nl16" bibid="bib47" firstref="ref31"></nolink> <nolink nlid="nl17" bibid="bib27" firstref="ref32"></nolink> <nolink nlid="nl18" bibid="bib57" firstref="ref33"></nolink> <nolink nlid="nl19" bibid="bib34" firstref="ref35"></nolink> <nolink nlid="nl20" bibid="bib33" firstref="ref40"></nolink> <nolink nlid="nl21" bibid="bib35" firstref="ref41"></nolink> <nolink nlid="nl22" bibid="bib30" firstref="ref42"></nolink> <nolink nlid="nl23" bibid="bib10" firstref="ref43"></nolink> <nolink nlid="nl24" bibid="bib39" firstref="ref44"></nolink> <nolink nlid="nl25" bibid="bib42" firstref="ref47"></nolink> <nolink nlid="nl26" bibid="bib17" firstref="ref50"></nolink> <nolink nlid="nl27" bibid="bib38" firstref="ref51"></nolink> <nolink nlid="nl28" bibid="bib16" firstref="ref57"></nolink> <nolink nlid="nl29" bibid="bib15" firstref="ref58"></nolink> <nolink nlid="nl30" bibid="bib60" firstref="ref60"></nolink> <nolink nlid="nl31" bibid="bib51" firstref="ref61"></nolink> <nolink nlid="nl32" bibid="bib23" firstref="ref66"></nolink> <nolink nlid="nl33" bibid="bib49" firstref="ref67"></nolink> <nolink nlid="nl34" bibid="bib18" firstref="ref68"></nolink> <nolink nlid="nl35" bibid="bib54" firstref="ref69"></nolink> <nolink nlid="nl36" bibid="bib48" firstref="ref70"></nolink> <nolink nlid="nl37" bibid="bib53" firstref="ref71"></nolink> <nolink nlid="nl38" bibid="bib63" firstref="ref74"></nolink> <nolink nlid="nl39" bibid="bib40" firstref="ref75"></nolink> <nolink nlid="nl40" bibid="bib58" firstref="ref76"></nolink> <nolink nlid="nl41" bibid="bib19" firstref="ref77"></nolink> <nolink nlid="nl42" bibid="bib52" firstref="ref78"></nolink> <nolink nlid="nl43" bibid="bib12" firstref="ref79"></nolink> <nolink nlid="nl44" bibid="bib24" firstref="ref84"></nolink> <nolink nlid="nl45" bibid="bib36" firstref="ref86"></nolink> <nolink nlid="nl46" bibid="bib44" firstref="ref88"></nolink> <nolink nlid="nl47" bibid="bib14" firstref="ref90"></nolink> <nolink nlid="nl48" bibid="bib11" firstref="ref91"></nolink> <nolink nlid="nl49" bibid="bib20" firstref="ref92"></nolink> <nolink nlid="nl50" bibid="bib25" firstref="ref93"></nolink> <nolink nlid="nl51" bibid="bib61" firstref="ref95"></nolink>
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  Data: Communally Engaged Educational Psychology: A Philosophy of Engagement
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  Data: <searchLink fieldCode="AR" term="%22Gray%2C+DeLeon+L%2E%22">Gray, DeLeon L.</searchLink><br /><searchLink fieldCode="AR" term="%22Lee%2C+Alexandra+A%2E%22">Lee, Alexandra A.</searchLink><br /><searchLink fieldCode="AR" term="%22Harris-Thomas%2C+Brooke%22">Harris-Thomas, Brooke</searchLink><br /><searchLink fieldCode="AR" term="%22Ali%2C+Joanna+N%2E%22">Ali, Joanna N.</searchLink><br /><searchLink fieldCode="AR" term="%22Allah%2C+Kia+J%2E%22">Allah, Kia J.</searchLink>
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: <searchLink fieldCode="DE" term="%22Community+Involvement%22">Community Involvement</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Psychology%22">Educational Psychology</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Philosophy%22">Educational Philosophy</searchLink><br /><searchLink fieldCode="DE" term="%22School+Psychologists%22">School Psychologists</searchLink><br /><searchLink fieldCode="DE" term="%22Scholarship%22">Scholarship</searchLink>
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  Data: In this article, we provide guidance for educational psychologists who want to advance equity-focused school policies and practices through engaged scholarship. We conceptualize a philosophy of engagement and describe how it can facilitate psychologists' efforts to address the social conditions of people from historically marginalized communities. Using our own philosophy of engagement as a case in point (which we refer to as communally engaged educational psychology), we share stories that showcase opportunities for roles that scholars can play in supporting education decision-makers and community members. Specifically, we illustrate that communal engagement involves building a tribe; identifying pockets of affirmation; establishing communal incubators; and leveraging existing networks to disseminate stories emerging from partnership activities. We then offer a roadmap for putting communal engagement into action by remixing Anderman's (2011) ten challenges for educational psychologists. We conclude with a discussion of the tensions and difficulties scholars may need to navigate when enacting a philosophy of engagement.
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