b'Disproportionate Voices levels may be impeded from initiating or respondingbut also the importance of including them as active Despite acknowledgement of the community as ato school-based communications. Since studentsdecision makers in educational spaces. To be aligned powerful influence on students, many schools are notoften speak languages other than English outsidewith this shift in mindset and recent legislation, a clear adequately addressing the obstacles faced withinof school, confining school-based communicationsdistinction must be made between involvement and their local communities and struggle to engage thoseto English may not accurately reflect the changingengagement moving towards the latter. Involvement individuals in involvement that is responsive to theirdemographics of the surrounding community. Lastly,entails inviting individuals into a school for events such needs (Baker et al., 2016; Leo et al., 2019; Lusse et al.,past life experiences, misconceptions, and distrustas open house night or end of year graduations that 2019). Schools with economically disadvantaged andoften prevent individuals from engaging with schools.are directed by the school and happen infrequently, minority populations frequently report difficulties inFor instance, when individuals have negative pastwhereas engagement involves the sharing of establishing relationships with community membersexperiences associated with school or may be worrieddecisions between individuals and schools to generate (Leo et al., 2019; Lusse et al., 2019; Quimette et al.,that teachers will criticize them, they are reluctant toongoing relationships through meaningful activities. 2004). Furthermore, secondary schools provideassociate with educational spaces (Hornby & Blackwell,Engagement also empowers individuals to structure fewer opportunities for involvement with community2018). Acknowledging these barriers and confrontingtheir own interactions within school spaces (Fenton et members based on the premise that older studentscultural biases is a necessary step towards formingal., 2017). To progress from involvement to engagement, seek more independence from adult influences asgenuine relationships with community members toschools must transform how they communicate and they mature (Quimette et al., 2004). Because of limitedempower them to develop more activeinteract with their surrounding communities and relationships, communities lack access to schoolsvoices through art.ensure that their communications and interactions are and ultimately miss out on opportunities to engage inresponsive to the needs of community members.meaningful experiences through art.Shifting to EngagementMoving from involvement towards community Connecting the community into the classroom isRecent legislation such as the Every Studentengagement within schools creates vast opportunities 3 a complex problem that many schools, including mySucceeds Act of 2015 indicates the significancefor art to function as a vehicle for building meaningful own campus are faced with. Unfortunately, schoolsof local communities as part of the equation forrelationships thereby pushing art engagement into perpetuate this problem by placing the blame onthe success of students and specifies the need tonew capacities. To generate connections through art Figure 3. Applying watercolor to personalized designs. Author Image. families in the local community, and as stressed byengage families and individuals who are economicallythat lead to meaningful engagement, the perspectives Leo et al. (2019) fail to address the power dynamicsdisadvantaged in meaningful ways (Fenton et al.,of community members must be recognized, Figure 4. Completed paintings were matted and displayed onand cultural sensitivities that exist within the school.2017). The concept of treating individuals from therespected, and used as the basis for interactions. campus.It would be nave to blame the community rathercommunity as partners in education (Quimette et al.,For example, celebrating local customs and what Author Image. than exploring the fundamental causes of why2004) indicates a shifting mindset that recognizesmatters most to communities can be used to inform individuals are not engaging with schools. Definingnot only the impact of these individuals on students,interactions while simultaneously demonstrating the problem more equitability by identifying the roots that potentially cause it and by viewing the problem from the multiple perspectives of the individuals involved is necessary to obtain a more comprehensive understanding (Hinnant-Crawford, 2020). Therefore, solving this problem requires a culturally responsive4stance that incorporates the voices of community members and recognizes the difficulties they experience (Hornby & Blackwell, 2018; Fenton et al., 2017).Viewing the problem through the perspectives of the individuals involved reveals several obstacles that hinder and prevent their relationships with schools. First, practical barriers such as time, work schedules, and access to reliable transportation are challenges that can obstruct the relationship between individuals and schools. For example, traditional school hours are often inconvenient for individuals working full time jobs or multiple jobs who want to become involved (Hornby & Blackwell, 2018). Second, communication barriers can discourage involvement because individuals who are not fluent in English or have low literacy TRENDS // PAGE 40PAGE 41 // TRENDS'