Reform Amid Resistance: Transformational Potential and Stakeholder Readiness for Urban School Change

• In Event: Restoring Local Urban Readiness for School Change

Abstract

This case study examined the experiences of stakeholders in an urban middle school undergoing reform in the northeastern United States. The researchers analyzed archival semi-structured interviews from 23 participants at Southmore Middle School (pseudonym). Participants were teachers, administrators, and support staff. Using a constant comparative method, these stakeholder groups and their readiness for change were examined. The emergent framework, transformational potential requires a synthesis within and between stakeholder groups and the reform in five key areas: ideologies, engagement, intentions, amelioration, and culture. This study extends the literature on school culture and reform, suggesting that culture should be included as a facet of a school’s ecology to represent the role of stakeholders in impacting a school and efforts to transform it.

Authors

• Marlon C. James, Texas A&M University - College Station

• Amanda S Otten, Texas A&M University - College Station

• Vicki G Mokuria, Stephen F. Austin State University

• Diana Wandix-White, Texas A&M University - College Station