Applying an Ecological Systems Framework: How a Historically Black University, a Predominately White Institution, and a Public School System Created a Collaborative Undergraduate Research Experience.

This article focuses on the Bass Connections University-Assisted Community Schools (BCUACS) program in Durham, North Carolina, which exemplifies an interinstitutional partnership between a historically Black university (North Carolina Central University), a predominantly White institution (Duke University), and Durham Public Schools (DPS). Using Bronfenbrenner’s Ecological Systems Theory, the program engages undergraduate students in collaborative research and community engagement to support equitable, culturally responsive education and address institutional racism within the public school system. The BCUACS model fosters meaningful relationships across diverse university and community stakeholders, promotes antiracist education, and enhances social work practice by integrating research and service to improve student outcomes and community well-being. This framework offers insights for similar university–community collaborations aiming to advance social equity and educational success in public schools.