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New voices at the table: Organizing ...

Ebby-Rosin, Rachel.

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New voices at the table: Organizing low-income Latino parents for school reform.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	New voices at the table: Organizing low-income Latino parents for school reform./
作者:	Ebby-Rosin, Rachel.
面頁冊數:	219 p.
附註:	Source: Dissertation Abstracts International, Volume: 66-08, Section: A, page: 2836.
Contained By:	Dissertation Abstracts International66-08A.
標題:	Education, Elementary. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3187281
ISBN:	9780542294990

New voices at the table: Organizing low-income Latino parents for school reform.
Ebby-Rosin, Rachel.

New voices at the table: Organizing low-income Latino parents for school reform. - 219 p.

Source: Dissertation Abstracts International, Volume: 66-08, Section: A, page: 2836.

Thesis (Ph.D.)--Stanford University, 2005.

In most schools, parent involvement efforts tend to be unidirectional, failing to consider parents' concerns and expertise. Community organizing for school reform provides an alternative model for involving parents that helps to address these shortcomings. This dissertation is a qualitative case study of Working for Change (WFC), a faith-based community organizing group, and its efforts to involve low-income Latino parents in reforming a mid-sized K--8 school district in Northern California. Research materials were collected over a two-year period and include interviews with key stakeholders, observations, and written documents. Using a conceptual framework that draws upon social movement theory and Etienne Wenger's Community of Practice (1998), this study examines how WFC develops leadership skills and ownership for reform among parents and how it mobilizes parents to participate. Additionally, this dissertation examines how WFC negotiates interactions between institutional insiders and outsiders.

ISBN: 9780542294990Subjects--Topical Terms:

516171
Education, Elementary.

New voices at the table: Organizing low-income Latino parents for school reform.
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520 $a In most schools, parent involvement efforts tend to be unidirectional, failing to consider parents' concerns and expertise. Community organizing for school reform provides an alternative model for involving parents that helps to address these shortcomings. This dissertation is a qualitative case study of Working for Change (WFC), a faith-based community organizing group, and its efforts to involve low-income Latino parents in reforming a mid-sized K--8 school district in Northern California. Research materials were collected over a two-year period and include interviews with key stakeholders, observations, and written documents. Using a conceptual framework that draws upon social movement theory and Etienne Wenger's Community of Practice (1998), this study examines how WFC develops leadership skills and ownership for reform among parents and how it mobilizes parents to participate. Additionally, this dissertation examines how WFC negotiates interactions between institutional insiders and outsiders.
520 $a According to the results of this study, WFC relies on established friendship networks and insider ties with teachers to identify prospective parent members. Organizers recruit parents by framing the organization's goals in ways that align with the beliefs and priorities parents already hold, emphasizing that all children deserve a high quality education and that parents have an essential role in making sure that schools fulfill this responsibility. Organizers foster parents' ongoing participation by involving them in selecting and enacting strategies to accomplish their goals. These tactics create a sense of ownership for WFC and a sense of commitment and belonging to the group among participants.
520 $a This dissertation also examines WFC's role as both an intermediary organization and as a social movement organization (SMO). Generally speaking, WFC acts as an intermediary organization, seeking to promote mutual understanding between parents and district insiders and to advance a common agenda for both parties. When, however, the School Board and the Superintendent are not receptive, WFC strategically shifts its behavior and acts as an SMO, using contentious tactics to try and bring the district into alignment with its own agenda. This dissertation concludes by considering both the challenges and advantages to community organizing as a strategy for involving parents in their children's education.
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