Professional Capital and Responses to Student Diversity: A Qualitative Exploration of the Role of Teachers in Full-Service Community Schools

Abstract

Full-service community schools (FSCSs) are designed to provide historically underserved students with more equitable educational experiences. Yet, the literature has given scant attention to how teachers help to fulfill the promise of these schools. Integrating two critical constructs in education—professional capital and culturally relevant and responsive pedagogy (CRP)—this article addresses the current gap by examining the role of teachers in improving student outcomes at three urban FSCSs. Using qualitative methods, this study found evidence that teachers’ professional capital and CRP help to explain differences in the case schools’ effectiveness. Implications of these findings are discussed.