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ETD Abstract Container

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Resisting the deficit framing of students, their families, and communities: An equity centered analysis of K12 education policy and management across macro, meso, and micro levels.

Scott, Charity P
http://orcid.org/0000-0003-3046-5821
http://rave.ohiolink.edu/etdc/view?acc_num=osu1688729372311714

Abstract Details

2023, Doctor of Philosophy, Ohio State University, Public Policy and Management.
This three-essay dissertation takes an explicit anti-deficit framing of students, their families, and communities as they experience K12 education phenomena across multiple levels of analysis (macro, meso, and micro). Deficit framing in education is an artifact of centuries old racist discourse, implicitly or explicitly blaming those with the least power for their circumstances and outcomes. Therefore, these essays each take particular interest in how different phenomena are experienced by Black and brown and/or low-income students, families, and communities – vulnerable groups long depicted as deficient. Each paper proposes to accomplish this using distinct bodies of literature. Essay one is a narrative literature review that focuses on the (macro) institutional environment that has shaped students’ school moves: neighborhood changes like gentrification (prompting the family to move to a new neighborhood and thus school) or school changes (prompted by school choice expansion or the closure of schools). This literature review investigates whether there is demographic or geographic variation in student school and neighborhood displacement and mobility experiences. This study finds that the most vulnerable populations are put at increased risk of the negative outcomes of school and neighborhood changes: low-income, racially minoritized, and low-performing. Both phenomena impact urban spaces, but school changes have also reshaped rural districts and towns. Using the Early Childhood Longitudinal Study, Kindergarten Class of 2011 restricted panel dataset, the second study contributes to representative bureaucracy theory by investigating schools as racialized organizations (Ray, 2019). Employing an individual fixed effects regression approach, it explores whether meso-level school organizational policies moderate the negative effects of bureaucratic race/ethnic nonmatch that scholars have found to influence client outcomes (Gershenson, Holt, & Papageorge, 2016; C. A. Lindsay & Hart, 2017; Meier, 2019; Vinopal, 2019; Vinopal & Holt, 2019). This study finds that this meso-level PBIS policy may work to constrain negative teacher nonrepresentation effects on student math achievement. Yet, when results were disaggregated by race/ethnic groups, Black and Latine students experienced larger negative effects of having a nonrepresentative teacher, lowering their math achievement in some models. Asian students and even white students experienced positive moderating effects of PBIS on the teacher representation effects, leading to higher math achievement for these students. Finally, essay three uses an inductive constructivist grounded theory approach to collect qualitative data regarding micro-level processes for parental engagement and collaboration with school administrators and board members (school leaders) at a standalone, nonprofit charter school. Parent perspectives and the differences from school leader perspectives, intentions, and governance mechanisms made available are explored to build a theory regarding nonprofit charter school micro-level governance practices. This study finds that the participating nonprofit charter school, after reorganizing their board and administration to be racially, socioeconomically, and geographically representative, developed school governance processes which encompass more than simply finances and operations but also include parents and their desires and concerns regarding the school. Parents are able to shape school decisions regarding academic, behavioral, enrichment, and social capital building policies and activities for families and their students to meet their needs.
Katie Vinopal (Committee Chair)
Long Tran (Committee Member)
Jill Clark (Committee Member)
201 p.
Education Policy; Management; Public Administration
K12 education, policy, management, racial equity, social equity

Recommended Citations

Citations

  • Scott, C. P. (2023). Resisting the deficit framing of students, their families, and communities: An equity centered analysis of K12 education policy and management across macro, meso, and micro levels. [Doctoral dissertation, Ohio State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=osu1688729372311714

    APA Style (7th edition)

  • Scott, Charity. Resisting the deficit framing of students, their families, and communities: An equity centered analysis of K12 education policy and management across macro, meso, and micro levels. 2023. Ohio State University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=osu1688729372311714.

    MLA Style (8th edition)

  • Scott, Charity. "Resisting the deficit framing of students, their families, and communities: An equity centered analysis of K12 education policy and management across macro, meso, and micro levels." Doctoral dissertation, Ohio State University, 2023. http://rave.ohiolink.edu/etdc/view?acc_num=osu1688729372311714

    Chicago Manual of Style (17th edition)

osu1688729372311714
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© 2023, all rights reserved.
This open access ETD is published by The Ohio State University and OhioLINK.
Release 3.2.12