Woke CMOs? Charter Management Organizations and the Imperative of Appearing Racially Conscious in Trump's America

• In Event: Good Schools, Bad Schools: Racialized Perceptions of School Quality

Abstract

Objectives:
From race-conscious social movements to the racist policies enacted by the Trump administration, many Americans who previously turned a colorblind eye are increasingly cognizant of how race influences power and oppression in the U.S. In turn, this racial awakening has caused many to re-evaluate their stances and to advocate for justice and racial equity. These impulses have also caused many to interrogate the inequities perpetrated in U.S. schools and spurred movements that demand quality public schools that are equitable and culturally responsive (Horsford et al., 2018).

The calls for racial equity in education have also led many to question charter schools, which have become features in urban districts and often claim to better serve students of color. While some charter schools are community-based, opponents often target these critiques at charter management organizations (CMOs)—nonprofits that replicate charter schools under the organization’s common philosophy and branding (Farrell et al., 2012). Because of their organizational capacity, many reformers have invested in CMOs to scale up the number of charter schools (Scott & Holme, 2016). Yet, CMOs have come under fire for the strain they place on traditional public schools, their connections to conservative interests, and the racialized dimensions of their practice, which include harsh discipline practices towards Black and Brown youth (Golann, 2015; Goodman, 2013), the predominance of white leadership in their ranks (Scott, 2008), and the pathologizing frames they employ to justify their existence (Buras, 2011). With these criticisms, CMOs face politically muddy waters, seeking to deflect claims of racism and the current administration’s affinity for school choice.

Methods, Data, and Theoretical Perspectives:
This empirical paper investigates how a population of 10 CMOs in one city has sought to counteract these criticisms by depicting their schools as socially and racially conscious. Using concepts and tools from the sociology of race (Bonilla-Silva, 2006; Omi & Winant, 1994) and Critical Discourse Analysis (van Dijk, 1993, 2002), this paper compares the discourse utilized on CMO social media feeds (e.g., Facebook, Twitter) during two separate time periods: 2015-2016 and 2017-2018. In doing so, it explores how the focal CMOs emphasized culturally responsive pedagogy and race-conscious references as part of their efforts to describe school quality before and after Trump’s election.

Findings and Significance:
Findings reveal that the CMOs increasingly deployed race-conscious frames in the years following the election. Prior to the 2016 election, only 10% of their 178 social media posts included references to culturally responsive practice or social justice causes. Most of these references also aligned with cultural heritage months (e.g., Black History Month), making the circulation of themes concentrated yet temporary. By 2018, these references had nearly quadrupled, with 39% of 218 social media posts containing a steady stream of references to restorative justice, culturally relevant programming, and justice causes, including Black Lives Matter and efforts to create sanctuary cities. These findings suggest that the CMOs have responded to the current political moment by increasingly using race and social consciousness as markers of school quality, but questions remain as to authenticity of these claims.

Author

• Laura Elena Hernandez, Learning Policy Institute