Empowering practices in education-focused coalitions: an examination using fuzzy-set qualitative comparative analysis

Abstract As pressure increases to support social justice, coalitions try understand their role in oppression while implementing practices create equitable environments. Twenty-six education-focused community the United States participated study. Coalition interviews and membership rosters are used evaluate degree which these engage engagement conducive empowerment. Involvement emphasize communication strategies participatory design structures. Systems change agenda-setting processes a level of awareness structural sources that marginalization. This work investigates how two study uses fuzzy-set qualitative comparative analysis examine impact poverty, coalition age, government representation, size, school district governance on involvement systems practices. The results demonstrate combinations conditions four mutually exclusive solutions for paper ends by identifying cases coincide with communities thoughtfully configure collaborations empowerment theory. Additionally, we identify potential trade-offs between