Ishimaru, AnnBanks, Amber Joy2017-08-112017-08-112017-08-112017-06Banks_washington_0250E_17103.pdfhttp://hdl.handle.net/1773/39856Thesis (Ph.D.)--University of Washington, 2017-06Research suggests that trust can be a foundational element for the success and sustainability of multi-organizational partnerships focused on advancing education equity in a particular neighborhood or region. As these place-based strategies gain popularity in the U.S., collaborators are increasingly required to navigate relationships where racial and cultural differences are present. However, the literature on trust and collaboration in education does not systematically take up issues of cross-cultural and interracial trust building, particularly as it relates to multi-organizational collaboration. Using critical race, social capital and micro-political theories, this study examines interpersonal trust in the context of complex collaborations and interracial and cross-cultural relationship building. Findings suggest that trust operates at multiple levels within place-based education partnerships and collaborators who attend to implicit biases, power dynamics and community context may be able to build stronger and more effective place-based partnerships. This study also offers practical suggestons for participants in placed-based education collaborations to be able to navigate the socio-political dynamics of race and power in order to build a kind of trust between stakeholders that can enhance and sustain collective action.application/pdfen-USnoneCollaborationEducationEquityPowerRaceTrustEducational leadershipTo Be AssignedThesis