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The study focuses on Voices of Change, a predominantly Black-led CBES in Baycrest, and how its leaders collaborated with high school administrators to challenge inequities. Using a critical ethnographic approach, including analysis of wake work and culturally sustaining leadership, the research shows collaboration can catalyze change, while resistance constrains progress, prompting organizing strategies to empower students and staff.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/unapologetically-disrupting-systemic-inequities-impacting-black-youth-cbes-leaders-navigating-insideroutsider-roles-in-school-partnership/590310/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/unapologetically-disrupting-systemic-inequities-impacting-black-youth-cbes-leaders-navigating-insideroutsider-roles-in-school-partnership/590310.png","ImageObject",300,407,{"name":92,"@type":93},"Pentious","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-03","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the focus of the study and who are the key participants?","Question",{"text":112,"@type":113},"The study examines how leaders of Voices of Change, a predominantly Black-led CBES in Baycrest, partnered with high school administrators to collaborate with and challenge the school system addressing systemic inequities affecting Black youth.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Which research approach and frameworks were used to analyze the partnership?",{"text":117,"@type":113},"The study used a critical ethnographic approach, drawing on wake work and culturally sustaining leadership frameworks to analyze how CBES and school leaders negotiated power, collaboration, and tension within the partnership.",{"name":119,"@type":110,"acceptedAnswer":120},"How did resistance from school and district administrators affect outcomes?",{"text":121,"@type":113},"Resistance constrained progress toward addressing systemic inequities. In response, the CBES used community organizing strategies to empower students and staff to address systemic inequities impacting Black students.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},590310,1792190357,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},1374404730887,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","AERA Open  \nJanuary-December 2025, Vol. 11, No. 1, pp. 1–18 DOI: 10. 1177/23328584251406224  \nArticle reuse guidelines: [sagepub.com/journals-permissions](sagepub.com/journals-permissions)[ ](sagepub.com/journals-permissions)© The Author(s) 2025. [https://journals.sagepub.com/home/ero](https://journals.sagepub.com/home/ero)  \nUnapologetically Disrupting Systemic Inequities Impacting Black Youth: CBES Leaders Navigating Insider–Outsider Roles in School Partnership  \nIshmael A. Miller  \nMary Lou Fulton College of Teaching and Learning Innovation, Arizona State University  \nCommunity-based education spaces (CBESs) play an important role in partnering with schools to disrupt systemic inequities that shape the educational experiences of Black youth. However, these collaborations often unfold within unequal power dynamics that limit their potential to achieve transformative outcomes. This study examined how leaders of Voices of Change, a predominantly Black-led CBES located in the rapidly gentrifying neighborhood of Baycrest, partnered with high school administrators to collaborate with and challenge the school system to address systemic inequities impacting Black youth.  \nSpecifically, the study examined how the CBES leaders leverage their role within a school partnership and employ community organizing strategies when school and district administrators dismiss the importance of collaboration to advance equity for Black youth. This study used a critical ethnographic approach, drawing on the frameworks of wake work and culturally sustaining leadership to analyze how the CBES and school leaders negotiated power, collaboration, and tension within their partnership. Data were collected through the acquisition of artifacts, documents, interviews, and observations of the collaboration of Voices of Change with a local high school. This study reveals that when the partners engaged in consistent and intentional collaboration, they catalyzed critical changes for Black youth. However, resistance from school and district administrators constrained progress toward addressing systemic inequities. In response, the CBES used community organizing strategies to empower students and staff to address systemic inequities impacting Black students. While prior studies have examined such partnerships, they have not done so through a lens that interrogates the specificity of anti-Blackness. By centering the specificity of anti-Blackness, this study identifies barriers within CBES–school partnerships and illuminates the strategies that Black communities use to navigate and resist the challenges that emerge.  \nKeywords: Black education, collaboration, leadership, equity, administration, disparities, ethnography, school–community partnership, community organizing, wake work  \nIntroduction  \nThe balance of power between leaders of communitybased education spaces (CBESs) and school administrators significantly influences their ability to foster partnerships that meaningfully address systemic inequities affecting Black youth. Systemic inequities are rooted in policies and practices shaped by historical, economic, and sociopolitical conditions, resulting in disparities in educational opportunities and outcomes (Carter et al., 2017; Ladson-Billings, 2006) . CBES refers to a range of after-school programs, churches, and community-based youth organizations that provide youth development activities, including academic tutoring, mentoring, leadership development, and youth activism (Baldridge et al., 2017; Ginwright & Cammarota, 2007; Higginbotham, 1994; Kwon, 2013) . While CBESs pursue varied educational and social-emotional outcomes, Baldridge (2014, 2020b) argued that some organizations serving Black youth have been shown to prioritize learning goals similar to pre-K–12 schools, such as improving  \nacademic achievement and reducing disciplinary disparities, in ways that reinforce deficit narratives and reduce the agency of these young people. Although some CBESs em","cbCaimcshAKJjfnL","https://ap.wps.com/l/cbCaimcshAKJjfnL","pdf",425772,18,"English","# Introduction\n## Community-based education spaces and systemic inequities\n## Power dynamics in CBES–school partnerships\n## Community organizing as a strategy","[{\"question\":\"What is the focus of the study and who are the key participants?\",\"answer\":\"The study examines how leaders of Voices of Change, a predominantly Black-led CBES in Baycrest, partnered with high school administrators to collaborate with and challenge the school system addressing systemic inequities affecting Black youth.\"},{\"question\":\"Which research approach and frameworks were used to analyze the partnership?\",\"answer\":\"The study used a critical ethnographic approach, drawing on wake work and culturally sustaining leadership frameworks to analyze how CBES and school leaders negotiated power, collaboration, and tension within the partnership.\"},{\"question\":\"How did resistance from school and district administrators affect outcomes?\",\"answer\":\"Resistance constrained progress toward addressing systemic inequities. In response, the CBES used community organizing strategies to empower students and staff to address systemic inequities impacting Black students.\"}]","Unapologetically Disrupting Systemic Inequities Impacting Black Youth - CBES Leaders Navigating Insider–Outsider Roles in School Partnership | PDF",1792069304,45]