Doctoral Dissertation Research: The Invisible Hand: Parent Accountability Pressures in Urban Schools

本论文研究将使用民族志，网络和队列数据来研究社会阶层和学生课堂经验之间的关系。 家长问责压力在多大程度上影响了学校的日常做法？关于父母如何参与子女教育的研究已经有很多，但很少有研究者考虑父母如何影响学校的问责制结构。 学校问责制主要被理解为源于州和联邦立法以及“松散耦合”的行政权力。但是，在以中产阶级为主的学校，教师和行政人员在教室和办公室并不孤单。 家长在教室里做志愿者，参加学校和社区团体，如家长和教师组织、“学校之友”团体和家长合作社，建立跨越学校、社区和家庭的家长、教师和管理人员网络。 先前的研究表明，父母作为“帮助伙伴”的基本概念化是复杂的额外的家长监控的尺寸，形状教师和管理员的日常做法。“蜂拥而至”的中产阶级父母在追求私人利益（他们特定孩子的教育体验得到改善）的同时，也产生了公共利益，例如社区和学校之间“内部”信息的流动增加，以及对管理人员和教师的监督加强。更广泛地说，揭示的机制，使个别家长的监督工作，以“蜂拥而至”，并形成集体问责的压力，反过来又用来监测日常的学校活动，提供信息，制定新的类型的问题，在学校和其他组织的组织问责制为儿童服务。

SES-062318Barbara SchneiderElizabeth HassickThis dissertation research will use ethnographic, network and cohort data to study the relationship between social class and student classroom experiences. To what extent does parent accountability pressure shape everyday practices in schools? Much has been learned about how parents are involved in their children's education, but rarely do researchers consider how parents influence accountability structures in schools. School accountability has been primarily understood as originating through state and federal legislation and "loosely coupled" administrative lines of authority. But, teachers and administrators in predominately middle class schools are not alone in their classrooms and offices. Parents volunteer in classrooms and participate in school and neighborhood groups, such as parent and teacher organizations, 'Friends of the School' groups and parent cooperatives, creating parent, teacher and administrator networks that span school, community and home settings. Prior research suggests that the fundamental conceptualization of parents as "helping partners" is complicated by an additional parent-monitoring dimension that shapes teacher and administrator everyday practices. While pursing a private good (the enhanced educational experience of their particular child), "swarming" middle class parents generate public goods, such as an increased flow of "insider" information between community and school and the enhanced monitoring of administrators and teachers. More broadly, uncovering the mechanisms that enable individual parent surveillance efforts to "swarm" and form group accountability pressures that are in turn used to monitor everyday school activities, provides information for formulating new kinds of questions about organizational accountability in schools and other organizations that serve children.