A Study of Community Involvement in Selected School-based Community Advisory Councils for Better Neighborhoods

Abstract

Using the Flint community as a model for research I have examined what has happened to community involvement via school/community advisory councils and why some councils are more effective than others. There has been a proliferation of new projects in Flint whereby only a limited number of community members have provided direct input into the composition and implementation of services. In order for the people of Flint to Be more active participants in the life of this city there should be more efforts made to develop and administer processes to increase community participation. Old line attempts to organize local communities have been successful to a degree but the expectation for more representative members have come up short (Zerchykov, et al, 1980:21). The Flint school system has attempted to address this problem by instigating a process to encourage community involvement at the local school. This process has been evolving over the past fifty years. The Parent/Teacher councils of the 1970's (Cady, 1988). This change has enabled the city of Flint to tackle many issues at the neighborhood level through council leadership. While some issues may deal directly with K-12 problems, a considerable amount of time is geared toward "non-school" related concerns. Using the school administrators and buildings for resources, councils have the potential to greatly impact the quality if life in their communities.