The relationships, culture, and knowledge-making of minoritized communities are what inform transformative, culturally responsive, and sustaining solutions to addressing students’ social, emotional, and academic development. For researchers in educational and school psychology, initiating and sustaining relationships with communities can be a particular challenge, especially in the context of university expectations. The purpose of this paper is to highlight how cultural humility must be the foundation for meaningful and authentic community-based research that could lead to culturally sustaining and valid practices. The article includes a discussion of the fundamental importance of relationality in this type of research and provides specific examples of how researchers have initiated and established community-based research partnerships through cultural humility.
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