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Teachers as Deserving or Undeserving: The Role of Race, Place, and Political Lean in the Social Construction of Teachers on Strike- [electronic resource]
Teachers as Deserving or Undeserving: The Role of Race, Place, and Political Lean in the Social Construction of Teachers on Strike- [electronic resource]
상세정보
- 자료유형
- 학위논문파일 국외
- 최종처리일시
- 20240214101234
- ISBN
- 9798380073882
- DDC
- 379
- 서명/저자
- Teachers as Deserving or Undeserving: The Role of Race, Place, and Political Lean in the Social Construction of Teachers on Strike - [electronic resource]
- 발행사항
- [S.l.]: : Michigan State University., 2023
- 발행사항
- Ann Arbor : : ProQuest Dissertations & Theses,, 2023
- 형태사항
- 1 online resource(171 p.)
- 주기사항
- Source: Dissertations Abstracts International, Volume: 85-02, Section: A.
- 주기사항
- Advisor: Jacobsen, Rebecca.
- 학위논문주기
- Thesis (Ph.D.)--Michigan State University, 2023.
- 사용제한주기
- This item must not be sold to any third party vendors.
- 초록/해제
- 요약In the United States, teachers have been both respected and villainized in popular culture and politics. These varying and conflicting cultural ideas and representations of teachers impact policy design, shaping the distribution of benefits and burdens imposed on teachers. The media play an important role in both crafting and reinforcing cultural images and did so during the wave of teacher strikes in 2018 and 2019. These strikes were part of the Red for Ed movement which framed teachers as undervalued and deserving of greater policy benefits, in direct contrast to recent accountability policies that described teachers as ineffective and needing more oversight. How did the media portray teachers on strike, and how were teachers able to shape how they were constructed?Drawing upon Schneider and Ingram's (1993) theory of social constructions, I extend previous work to examine how policy targets (in this case teachers) actively participate in the social construction of their policy image. Social constructions are the "cultural characterizations or popular images," embedded explicitly and implicitly in society broadly and in policy (Schneider & Ingram, 1993, p. 334). To do this, I use a comparative case study of seven strikes, and qualitatively analyze the text and images from 828 online news articles from eight national news sources with varying partisan political leanings. I consider how teachers are constructed by the media in each event, noting the critical role that race plays in shaping the deservingness of teachers. I also analyze how the political lean of the news source relates to the social constructions portrayed. I then consider how teachers framed themselves through handmade strike signs. I propose a new conceptual understanding regarding how targets can affiliate with other target groups to associate with their political power or deservingness. In this dissertation, I find that teachers as a whole are portrayed as an advantaged group, both deserving and having strong political power, during the Red for Ed strikes. I note that teachers were portrayed as deserving more frequently during strikes in less urban locations where unions have less political power and when images show a majority of white teachers. Left-leaning news sources are more likely to portray teachers as deserving, and one Right-leaning news source (Breitbart) portrayed teachers as undeserving more frequently than deserving. The messages from teachers' strike signs coincided closely with the constructions conveyed via media images, highlighting one way teachers as a target group controlled the media narrative about themselves.
- 일반주제명
- Education policy.
- 일반주제명
- Mass communications.
- 키워드
- News media
- 키워드
- Teacher strike
- 기타저자
- Michigan State University Educational Policy - Doctor of Philosophy
- 기본자료저록
- Dissertations Abstracts International. 85-02A.
- 기본자료저록
- Dissertation Abstract International
- 전자적 위치 및 접속
- 로그인 후 원문을 볼 수 있습니다.
MARC
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■00520240214101234
■006m o d
■007cr#unu||||||||
■020 ▼a9798380073882
■035 ▼a(MiAaPQ)AAI30527736
■040 ▼aMiAaPQ▼cMiAaPQ
■0820 ▼a379
■1001 ▼aWaldron, Sandra L.▼0(orcid)0000-0003-1824-097X
■24510▼aTeachers as Deserving or Undeserving: The Role of Race, Place, and Political Lean in the Social Construction of Teachers on Strike▼h[electronic resource]
■260 ▼a[S.l.]:▼bMichigan State University. ▼c2023
■260 1▼aAnn Arbor :▼bProQuest Dissertations & Theses, ▼c2023
■300 ▼a1 online resource(171 p.)
■500 ▼aSource: Dissertations Abstracts International, Volume: 85-02, Section: A.
■500 ▼aAdvisor: Jacobsen, Rebecca.
■5021 ▼aThesis (Ph.D.)--Michigan State University, 2023.
■506 ▼aThis item must not be sold to any third party vendors.
■520 ▼aIn the United States, teachers have been both respected and villainized in popular culture and politics. These varying and conflicting cultural ideas and representations of teachers impact policy design, shaping the distribution of benefits and burdens imposed on teachers. The media play an important role in both crafting and reinforcing cultural images and did so during the wave of teacher strikes in 2018 and 2019. These strikes were part of the Red for Ed movement which framed teachers as undervalued and deserving of greater policy benefits, in direct contrast to recent accountability policies that described teachers as ineffective and needing more oversight. How did the media portray teachers on strike, and how were teachers able to shape how they were constructed?Drawing upon Schneider and Ingram's (1993) theory of social constructions, I extend previous work to examine how policy targets (in this case teachers) actively participate in the social construction of their policy image. Social constructions are the "cultural characterizations or popular images," embedded explicitly and implicitly in society broadly and in policy (Schneider & Ingram, 1993, p. 334). To do this, I use a comparative case study of seven strikes, and qualitatively analyze the text and images from 828 online news articles from eight national news sources with varying partisan political leanings. I consider how teachers are constructed by the media in each event, noting the critical role that race plays in shaping the deservingness of teachers. I also analyze how the political lean of the news source relates to the social constructions portrayed. I then consider how teachers framed themselves through handmade strike signs. I propose a new conceptual understanding regarding how targets can affiliate with other target groups to associate with their political power or deservingness. In this dissertation, I find that teachers as a whole are portrayed as an advantaged group, both deserving and having strong political power, during the Red for Ed strikes. I note that teachers were portrayed as deserving more frequently during strikes in less urban locations where unions have less political power and when images show a majority of white teachers. Left-leaning news sources are more likely to portray teachers as deserving, and one Right-leaning news source (Breitbart) portrayed teachers as undeserving more frequently than deserving. The messages from teachers' strike signs coincided closely with the constructions conveyed via media images, highlighting one way teachers as a target group controlled the media narrative about themselves.
■590 ▼aSchool code: 0128.
■650 4▼aEducation policy.
■650 4▼aMass communications.
■650 4▼aEducational administration.
■653 ▼aNews media
■653 ▼aQualitative methods
■653 ▼aSocial constructions
■653 ▼aTeacher strike
■690 ▼a0458
■690 ▼a0514
■690 ▼a0708
■71020▼aMichigan State University▼bEducational Policy - Doctor of Philosophy.
■7730 ▼tDissertations Abstracts International▼g85-02A.
■773 ▼tDissertation Abstract International
■790 ▼a0128
■791 ▼aPh.D.
■792 ▼a2023
■793 ▼aEnglish
■85640▼uhttp://www.riss.kr/pdu/ddodLink.do?id=T16933336▼nKERIS▼z이 자료의 원문은 한국교육학술정보원에서 제공합니다.
■980 ▼a202402▼f2024
