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Date of Award
Bachelor of Arts
The HMTCA-Trinity College partnership serves to create opportunities for students and faculty in the College and students and teachers in local community to engage, connect, and transform the city of Hartford. Some research has examined that school-college partnerships are an effective tool in addressing issues disrupting access to higher education institutions for "at risk" students by engaging them in an early college experience. However, research often misses addressing the active role teachers play in facilitating the day-to-day practices that promote "at risk" students' full participation in school-college partnerships. This research sought to first answer how teachers at HMTCA define equity for predominantly low-income students of color. Furthermore, how HMTCA teachers believe the HMTCA-Trinity College partnership can effectively promote educational equity in programming. This research was based on six semi-structured interviews with HMTCA teachers. Interviews focused on how teachers defined their purpose as educators, their perceptions of educational equity, and their experience with the HMTCA-Trinity College partnership. HMTCA teachers define educational equity as creating school activities relevant to students' social context to ensure that their students are prepared to examine the world critically and equip them for the greater society; however, there is a lack of alignment between the rhetoric of education equity amongst teachers and expectations of its presence within the partnership. Conceptually, this research identifies a gap between how a school-college partnership envisions equitable practices and how it puts it into practice. Practically, it suggests new ways for the partnership to better serve HMTCA's diverse populations.
Rivera, Neve J., "Are We All On The Same Page? Teacher Perspectives on Equity in the HMTCA-Trinity College Partnership". Senior Theses, Trinity College, Hartford, CT 2020.
Trinity College Digital Repository, https://digitalrepository.trincoll.edu/theses/813