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Schools as Solutions, Students as Problems: A Critical Discourse Analysis of Institutional Scripts in High School Websites

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Title: Schools as Solutions, Students as Problems: A Critical Discourse Analysis of Institutional Scripts in High School Websites
Language: English
Authors: Allbright, Taylor N. (ORCID 0000-0001-6539-6729), Dhaliwal, Tasminda K. (ORCID 0000-0003-0361-1686), Alonso, Jacob, Bridgeforth, James, Santander, Monica (ORCID 0000-0002-2787-6120), Kennedy, Kate E. (ORCID 0000-0003-0245-3719)
Source: Educational Administration Quarterly. Oct 2023 59(4):845-878.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 34
Publication Date: 2023
Document Type: Journal Articles
Reports - Research
Education Level: High Schools
Secondary Education
Descriptors: Discourse Analysis, Student Role, Teacher Role, Expectation, High Schools, Web Sites, Power Structure, School Demography, Models, Marketing
DOI: 10.1177/0013161X231166664
ISSN: 0013-161X
1552-3519
Abstract: Purpose: In this study, we used critical discourse analysis to examine what school websites convey about the expected roles of educators and students. Research Design: We analyzed 13 high school websites from a mid-sized urban district that has implemented several market-based reforms and has a centralized school choice model. We employed the concept of scripts from institutional theory to analyze what messages these websites communicate about the roles of different educational actors, how these messages relate to existing societal power dynamics, and how they relate to the school model or school demographics. Findings: For students and educators, the sites expressed that students had an important problem, while the school and educators were offered as the solution. This common framework manifested in four distinct patterns, which we describe as the savior, cultivation, assimilation, and marketplace scripts. Implications: By critically examining school websites and other semiotic materials, leaders and other stakeholders can work to "root out" potentially harmful assumptions and narratives and envision alternatives that offer empowerment and transformation.
Abstractor: As Provided
Entry Date: 2023
Accession Number: EJ1393982
Database: ERIC
FullText Text:
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  Data: Schools as Solutions, Students as Problems: A Critical Discourse Analysis of Institutional Scripts in High School Websites
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  Data: <searchLink fieldCode="AR" term="%22Allbright%2C+Taylor+N%2E%22">Allbright, Taylor N.</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-6539-6729">0000-0001-6539-6729</externalLink>)<br /><searchLink fieldCode="AR" term="%22Dhaliwal%2C+Tasminda+K%2E%22">Dhaliwal, Tasminda K.</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-0361-1686">0000-0003-0361-1686</externalLink>)<br /><searchLink fieldCode="AR" term="%22Alonso%2C+Jacob%22">Alonso, Jacob</searchLink><br /><searchLink fieldCode="AR" term="%22Bridgeforth%2C+James%22">Bridgeforth, James</searchLink><br /><searchLink fieldCode="AR" term="%22Santander%2C+Monica%22">Santander, Monica</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-2787-6120">0000-0002-2787-6120</externalLink>)<br /><searchLink fieldCode="AR" term="%22Kennedy%2C+Kate+E%2E%22">Kennedy, Kate E.</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-0245-3719">0000-0003-0245-3719</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Educational+Administration+Quarterly%22"><i>Educational Administration Quarterly</i></searchLink>. Oct 2023 59(4):845-878.
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22High+Schools%22">High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Discourse+Analysis%22">Discourse Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Role%22">Student Role</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Role%22">Teacher Role</searchLink><br /><searchLink fieldCode="DE" term="%22Expectation%22">Expectation</searchLink><br /><searchLink fieldCode="DE" term="%22High+Schools%22">High Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Web+Sites%22">Web Sites</searchLink><br /><searchLink fieldCode="DE" term="%22Power+Structure%22">Power Structure</searchLink><br /><searchLink fieldCode="DE" term="%22School+Demography%22">School Demography</searchLink><br /><searchLink fieldCode="DE" term="%22Models%22">Models</searchLink><br /><searchLink fieldCode="DE" term="%22Marketing%22">Marketing</searchLink>
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  Data: 10.1177/0013161X231166664
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  Data: Purpose: In this study, we used critical discourse analysis to examine what school websites convey about the expected roles of educators and students. Research Design: We analyzed 13 high school websites from a mid-sized urban district that has implemented several market-based reforms and has a centralized school choice model. We employed the concept of scripts from institutional theory to analyze what messages these websites communicate about the roles of different educational actors, how these messages relate to existing societal power dynamics, and how they relate to the school model or school demographics. Findings: For students and educators, the sites expressed that students had an important problem, while the school and educators were offered as the solution. This common framework manifested in four distinct patterns, which we describe as the savior, cultivation, assimilation, and marketplace scripts. Implications: By critically examining school websites and other semiotic materials, leaders and other stakeholders can work to "root out" potentially harmful assumptions and narratives and envision alternatives that offer empowerment and transformation.
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