Abstract Public schools in the United States have struggled to determine whether their mandate is simply knowledge transmission or includes the development and well-being of the whole child. Contemporary realities of resegregation and inequality have prompted many districts to embrace this latter notion and consider the Full Service Community Schools (FSCSs) model. In this paper, we examine a school district’s FSCS initiative as implemented at a predominately Black middle school and a racially heterogeneous high school. We ask, what are the characteristics—e.g. structural, pedagogical, relational, discursive—of FSCSs that seek to support Black students’ well-being and academic success? How do Black parents and students experience these FSCSs? Findings illustrate the racialized nuance of FSCS reforms, including the critical role of culturally relevant strategies and the need for an aligned sociopolitical clarity and related set of goals across educational stakeholders in order to create and sustain the success of FSCSs.

中文翻译：

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必要性问题还是公平问题？全方位服务的社区学校和黑人青年的（错误）教育


摘要 美国公立学校一直在努力确定其使命是单纯的知识传播还是包括整个儿童的发展和福祉。当代重新隔离和不平等的现实促使许多地区接受后一种概念，并考虑全方位服务社区学校 (FSCS) 模式。在本文中，我们研究了学区在黑人为主的中学和种族异质高中实施的 FSCS 举措。我们要问，寻求支持黑人学生福祉和学业成功的 FSCS 有哪些特征，例如结构性、教学性、关系性、话语性？黑人家长和学生如何体验这些 FSCS？研究结果说明了 FSCS 改革的种族细微差别，包括文化相关战略的关键作用，以及教育利益相关者之间协调一致的社会政治清晰度和相关目标的需要，以创造和维持 FSCS 的成功。