Proposal Title

We the Parents In Order to Form a More Perfect School: A Critical Realist Mixed Methods Analysis on the Phenomenon of Parental Dissatisfaction with Schools in the US

Location

Hamilton B

Proposal Track

Research Project

Session Format

Presentation

Abstract

Currently, the pendulum of power ostensibly appears to be swinging back into parents’ domain with the idea of school choice. Numerous studies have related notions of school choice with levels of parental dissatisfaction, making the terms seemingly inseparable. While some researchers proposed that various demographics (education, ethnicity, social class) influenced parents’ school dissatisfaction and decision making, only few studies have addressed why parents decide to switch or remain at current schools, and little is known about factors that influence parents perceptions of schools.

This nationwide study, explored frequently unchartered methodological territory in the quest to answer five research questions by sampling from a local school district, Facebook, and Twitter. Through the lens of Critical Realism both quantitative and qualitative data sets were integrated to develop a deeper understanding of the phenomenon of parental dissatisfaction. The study sought to describe demographic characteristics that could possibly predict guardians’ levels of school dissatisfaction with parents of K-12th school attendants, and ultimately examine generative mechanisms influencing parents’ perspectives and decision-making processes regarding their dissatisfaction of both their local and national educational institutions. This study aimed to contribute to the body of knowledge on the educational outcomes disenfranchised guardians’ value most for their children.

Keywords

School Choice, Parental Satisfaction, Critical Realism

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Oct 7th, 10:30 AM Oct 7th, 12:00 PM

We the Parents In Order to Form a More Perfect School: A Critical Realist Mixed Methods Analysis on the Phenomenon of Parental Dissatisfaction with Schools in the US

Hamilton B

Currently, the pendulum of power ostensibly appears to be swinging back into parents’ domain with the idea of school choice. Numerous studies have related notions of school choice with levels of parental dissatisfaction, making the terms seemingly inseparable. While some researchers proposed that various demographics (education, ethnicity, social class) influenced parents’ school dissatisfaction and decision making, only few studies have addressed why parents decide to switch or remain at current schools, and little is known about factors that influence parents perceptions of schools.

This nationwide study, explored frequently unchartered methodological territory in the quest to answer five research questions by sampling from a local school district, Facebook, and Twitter. Through the lens of Critical Realism both quantitative and qualitative data sets were integrated to develop a deeper understanding of the phenomenon of parental dissatisfaction. The study sought to describe demographic characteristics that could possibly predict guardians’ levels of school dissatisfaction with parents of K-12th school attendants, and ultimately examine generative mechanisms influencing parents’ perspectives and decision-making processes regarding their dissatisfaction of both their local and national educational institutions. This study aimed to contribute to the body of knowledge on the educational outcomes disenfranchised guardians’ value most for their children.