Collaborative Research: Parent-Teacher Organizations and the Distribution of Learning Opportunities

合作研究：家长教师组织与学习机会的分配

• 批准号: 1720206
• 负责人: Linda Renzulli
• 金额: $ 19.79万
• 依托单位: Purdue University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2016
• 资助国家: 美国
• 起止时间: 2016-09-06 至 2020-09-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1720206&HistoricalAwards=false
• 关键词: Collaborative; Research; Parent; Teacher; Organizations

Parent-Teacher Organizations and the Distribution of Learning OpportunitiesThis project uses parent-teacher organizations (PTOs) as a lens to view the ways in which parents and communities work together to contribute to children's education. The authors also consider the consequences for those collective efforts for educational inequality. While prior research largely views PTOs as inconsequential based on their small contributions to school finances, more than 90 percent of parents of elementary school children report attending a PTO meeting. The collective action that parents undertake via PTOs often contributes to the definition of school cultures and shapes the distribution of learning opportunities within schools. Since PTO participation rates, as well as access to the financial, organizational, and social capital resources that PTOs generate, vary substantially across racial/ethnic and socio-economic groups; PTOs may simultaneously benefit some students and play a significant role in the reproduction of inequality across and within schools. To make sense of parental collective actions and their consequences, the authors develop three theoretically-informed hypotheses about how PTOs operated in schools: PTOs as generators of resources, PTOs as social capital, and PTOs as mechanisms for opportunity hoarding.The analyses test these hypotheses by addressing the following research questions: How do parent-teacher organizations affect elementary school practices as well as student behavioral and academic outcomes? To what extent do parent-teacher organizations contribute to educational inequality both between and within schools? To do so, the authors construct an unprecedented data archive describing elementary school parent-teacher organizations. Working with the Urban Institute's National Center for Charitable Statistics' database of Internal Revenue Service (IRS) filings for U.S. non-profit organizations, the authors have extract data describing parent-teacher organizations affiliated with U.S. public schools between 2005 and 2012 and link these records with (1) school-level data from the National Center of Education Statistics? nationally representative Schools and Staffing Survey (SASS) and (2) student-level data from all North Carolina public elementary schools. This work, coupled with qualitative research designed to validate IRS measures of parents? collective action, will significantly contribute to the field of Sociology as well as educational practice by shedding light on how these organizations form and operate.

家长教师组织与学习机会的分配本研究以家长教师组织为透镜，观察家长和社区如何共同为儿童教育做出贡献。作者还考虑了这些集体努力对教育不平等的影响。虽然先前的研究主要认为PTO对学校财政的贡献很小，但超过90%的小学生家长报告说参加了PTO会议。家长通过家长组织采取的集体行动往往有助于界定学校文化，并影响学校内学习机会的分配。由于PTO参与率，以及获得财政，组织和社会资本资源，PTO产生，在种族/民族和社会经济群体之间差异很大; PTO可能同时使一些学生受益，并在学校内部和学校之间的不平等再现中发挥重要作用。为了理解家长的集体行动及其后果，作者提出了三个关于家长组织在学校中如何运作的理论假设：家长组织是资源的产生者，家长组织是社会资本，家长组织是机会囤积的机制。分析通过解决以下研究问题来检验这些假设：家长教师组织如何影响小学的实践以及学生的行为和学业成绩？家长教师组织在多大程度上助长了学校之间和学校内部的教育不平等？为此，作者构建了一个描述小学家长教师组织的前所未有的数据档案。通过与城市研究所国家慈善统计中心的美国非营利组织国税局（IRS）备案数据库合作，作者提取了描述2005年至2012年期间与美国公立学校相关的家长教师组织的数据，并将这些记录与（1）来自国家教育统计中心的学校层面数据联系起来。全国代表性的学校和人员调查（SASS）和（2）来自所有北卡罗来纳州公立小学的学生水平数据。这项工作，再加上定性研究，旨在验证IRS的措施的父母？集体行动，将大大有助于社会学领域以及教育实践，阐明这些组织如何形成和运作。