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.

摘要

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.;The aim of this sequential explanatory mixed methods research (MMR) was to evaluate and examine the phenomenon of parent dissatisfaction levels with the quality of schools grades K-12th. The study sought to describe demographic characteristics that 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.;The targeted population of this study consisted of parents of US schools students grades K-12th. Sampling from a local school district, Facebook, and Twitter, 343 participants completed the Clark's Quality of Education Parent Satisfaction Survey. ANOVA results from the survey indicate a parents' race, SES, or gender do not offer any statistical explanation as to why parents are unhappy. Additionally these independent variables are not statistically significant predictors of parental dissatisfaction with the quality of education in their oldest child's grade school, however, the variable of SES does offer some statistical explanation as to the unhappiness of parents.;Semi-structured phone interviews were conducted with ten parents who indicated dissatisfaction ratings of 50% or higher on the survey. An analysis of interview data concluded, the majority of dissatisfied parents in this sample perceive national and international schools as binary oppositions, frequently referring to educational quality in the US negatively as oppose to international institutions. These dissatisfied parents expect a progressive education provided by highly trained professionals to prepare their children for college or a career. Ultimately, perceptions that schools are unconcerned with the well-being and holistic needs of its students and unwilling to engage in a mutual partnership with parents are the two generative mechanisms with the greatest capacity for explaining the phenomenon of parental dissatisfaction.