Class,Race, and Power: Interest Group Politics and Education |
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| Authors: | Email author" target="_blank">Adriane?WilliamsEmail author |
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| Institution: | (1) Adriane Williams, 529 N Imboden Street, No. 402, Alexandria, VA 22304, USA |
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| Abstract: | Literature review focuses on what theory and research primarily from political science and sociology of education have to
say about families and communities working for change in education. Questions: (1) Do low-income minority families have the
power to create positive and lasting change in school and/or district organization and policy? (2) Is such change possible
and can it serve as a foundation for state and national education policy change? The families and communities in question
are ‘the truly disadvantaged’ or ‘underclass’ in America’s urban centers. Largely black and Latino, the communities share
the characteristics of developing nations: low economic development, high infant mortality rates, short life spans, and low
levels of educational attainment. Social capital, collective action/social movement, and democracy theory are used. A typology
of the policymaking process as described in the research is described. Local successes are treated laying the groundwork for
answering the question about whether local successes can lead to state and federal reforms. Theories, typology, and stories
of success are put into the context of school organization because the way that schools are organized may dictate what kinds
of collective action are likely to succeed.
Adriane Williams (M.Ed., The George Washington University) is affiliated with Department of Educational Policy Studies, University
Of Wisconsin-Madison, Madison, WI. Adriane Williams is a Ph.D. candidate studying how school organization facilitates or impedes
the involvement of non-college graduate parents in educational decision making for their children. |
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| Keywords: | interest group politics social class and race politics of education |
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