dc.contributor.author	Urbach, Blake, Jamie
dc.coverage.spatial	Florida	en_US
dc.coverage.temporal	1990-2023	en_US
dc.date.accessioned	2024-04-29T17:42:23Z
dc.date.available	2024-04-29T17:42:23Z
dc.date.issued	2024-01-07
dc.identifier.other	a3e1d546-43f3-48b9-b30e-c59f0126a923	en_US
dc.identifier.uri	https://hdl.handle.net/10428/7164
dc.description.abstract	Beginning in the mid-1990s, Florida hotelier Mr. Harris Rosen focused his philanthropic efforts on the creation of the Tangelo Park Program, an initiative that intentionally coupled free preschool with a full-ride scholarship for a public college, university, or vocational school in the state. The Tangelo Park Program has become a national model of how private citizens can positively impact their communities by addressing the root causes of poverty, despair, and social disintegration. This study utilized archival records and one-on-one stakeholder interviews with divergent voices to explore four research questions: how the program built social capital, how the assets-based approach developed self-interest and collective interest, how the program contributed to student- and neighborhood-level outcomes, and what are the best practices that emerged from the program’s first 25 years. The findings can inform other communities in the customization and implementation of their whole-child programs. The findings reveal that efforts to cultivate social capital must begin with the buy-in of the community’s residents, institutions, and formal and informal leaders. Grassroots social capital-building requires trustworthiness and follow through, purposeful listening, a neighborhood presence, and respect for the will of the community. Recognizing cultural norms and mores is fundamental to successful interactions. Engaging families as partners in their children’s education is paramount, and encourages the prosocial behaviors of cooperation and shared decision-making. This program was the impetus for children in Tangelo Park internalizing their potential for success, thus resulting in high school and college graduation rates that far outpace the state and nation. The program’s $7:$1 return on investment as measured by degree completion and a reduction in crime is indicative of the transformation that defines this urban neighborhood.	en_US
dc.description.tableofcontents	Chapter I: INTRODUCTION 1 -- Tangelo Park Program Background 1 -- Purpose of the Study 4 -- Research Questions 4 -- Rationale for Mixed Methods 5 -- Outline of Dissertation 6 -- Chapter II: LITERATURE REVIEW 7 -- Theoretical Framework: Social Capital 7 -- Human Capital 13 -- Collective Efficacy 14 -- Applications of Social Capital 17 -- Educational Success Via Social Capital Development 20 -- Neighborhood-Level Factors 24 -- Socioeconomic-Based Factors 25 -- School-Based Factors 26 -- Individual-Level Factors 27 -- Tangelo Park Program Beginnings 28 -- Preschool to Post-Secondary Education 30 -- Evidence of a Successful Strategy 32 -- Shifting Neighborhood Demographics 37 -- Program Sustainability 40 -- Broadening Program Impact 42 -- Chapter III: METHODOLOGY 45 -- Overview 45 -- Sample Selection 46 -- Data Collection 48 -- Data Analysis 52 -- Ethical Considerations 53 -- Chapter IV: RESULTS 55 -- Overview 55 -- Historical Context of Tangelo Park 56 -- Addressing Social Ills in an Urban Neighborhood 56 -- Harris Rosen and the Origin of the Tangelo Park Program 58 -- Defining a Vision and Charting the Course 58 -- Implementation and Enhancement of the Program 60 -- Paving the Way with In-Home Preschools 60 -- Bridging the Gap From Preschool to College 61 -- Developing Informed and Involved Parents 62 -- Community Policing in Both Name and Practice 64 -- A Framework for Notable Leadership 65 -- Building and Sustaining Social Capital 65 -- Collaboration as an Impetus for Trust-Building 65 -- Forging Credibility, Reliability, and Intimacy 66 -- Fostering Purposeful Relationships 67 -- Social Capital Igniting Academic Success 70 -- Sustaining Social Capital Throughout the Decades 73 -- Evidence of Neighborhood Transformation 76 -- Bolstering an Intergenerational Sense of Community 76 -- Enhancing the Physical Environment 77 -- High School Graduation as the Expectation 78 -- A Collateral Benefit: Reduction in Crime 79 -- Sustainability and Replication 80 -- Misalignment of Mission and Scope 82 -- A Model Worthy of Replications: The Sum of Its Parts 84 -- Race as a Blockade to Replication 86 -- Not All Philanthropists Are Created Equal 87 -- Social Capital-Building as the Precursor to Replication 87 -- Strategies for Eliminating Barriers to Replication 89 -- Impacts of COVID-19 90 -- Impacts of Black Lives Matter 92 -- Chapter V: CONCLUSION 95 -- Project Summary 95 -- Findings and Implications 96 -- Approach to Data Collection 96 -- Research Questions 97 -- Limitations and Key Assumptions 103 -- Directions for Future Research 105 -- REFERENCES 108.	en_US
dc.format.extent	1 electronic record. PDF/A document, 135 pages, 2295744 bytes.	en_US
dc.format.mimetype	application/pdf	en_US
dc.language.iso	en_US	en_US
dc.rights	This dissertation is protected by the Copyright Laws of the United States (Public Law 94-553, revised in 1976). Consistent with fair use as defined in the Copyright Laws, brief quotations from this material are allowed with proper acknowledgement. Use of the materials for financial gain with the author's expressed written permissions is not allowed.	en_US
dc.subject	Dissertations, Academic--United States	en_US
dc.subject	Public administration	en_US
dc.subject	Social capital (Sociology)	en_US
dc.subject	Rosen, Harris M.	en_US
dc.title	The Tangelo Park Program: A Historical Case Study of the Program’s First 25 Years Through the Lens of Social Capital	en_US
dc.type	Dissertation	en_US
dc.contributor.department	Department of Political Science of the College of Humanities & Social Sciences	en_US
dc.description.advisor	Davis, Britt
dc.description.committee	Dziuban, Charles
dc.description.committee	LaPlant, James
dc.description.degree	D.P.A.	en_US
dc.description.major	Public Administration	en_US