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The Absence of Aspiration in the Era of Accountability LMU/LLS Theses and Dissertations Summer March 2016 The Absence of Aspiration in the Era of Accountability Mary R. Martinez Loyola Marymount University, [email protected] Follow this and additional works at: https://digitalcommons.lmu.edu/etd Part of the Social and Philosophical Foundations of Education Commons Recommended Citation Martinez, Mary R., "The Absence of Aspiration in the Era of Accountability" (2016). LMU/LLS Theses and Dissertations. 185. https://digitalcommons.lmu.edu/etd/185 This Dissertation is brought to you for free and open access by Digital Commons @ Loyola Marymount University and Loyola Law School. It has been accepted for inclusion in LMU/LLS Theses and Dissertations by an authorized administrator of Digital Commons@Loyola Marymount University and Loyola Law School. For more information, please contact [email protected]. LOYOLA MARYMOUNT UNIVERSITY The Absence of Aspiration in the Era of Accountability by Mary R. Martinez A dissertation presented to the Faculty of the School of Education, Loyola Marymount University, in partial satisfaction of the requirements for the degree Doctor of Education 2015 The Absence of Aspiration in the Era of Accountability Copyright © 2015 By Mary R. Martinez ii iii ACKNOWLEDGEMENTS I would like to thank my participants for their time and their insights; they are the foundation upon which this dissertation rests. I hope I have done justice to their experiences and their words. To my committee: Dr. Antonia Darder, Dr. Rebecca Stephenson, and Fr. Stephen Hess— your insights challenged me to work harder and think more deeply. I would also like to thank Wendelyn Nichols-Julien and Kimmy Maniquis of the California Conference for Equality and Justice, for providing me with their cooperation, their time, and their resources, in the implementation of this research project. To Matt, for managing my frustration with formatting! But especially for all the conversations that supported my own aspirations. Finally, I would like to acknowledge my own children—first, for your ongoing patience as I engaged in this process; but also for your perceptions and experiences that played a part in forming my understanding of how the educational process is experienced by students. iv TABLE OF CONTENTS ACKNOWLEDGEMENTS ........................................................................................................ iii LIST OF TABLES ....................................................................................................................... vi ABSTRACT ................................................................................................................................. vii CHAPTER ONE: BACKGROUND ........................................................................................... 1 Historical Roots of the Current Educational Context ................................................................. 3 Key Neoliberal Concepts ............................................................................................................ 6 Choice ..................................................................................................................................... 6 Accountability ......................................................................................................................... 6 Standards ................................................................................................................................. 7 New Directions in School Reform .............................................................................................. 8 Statement of the Problem ............................................................................................................ 9 Research Questions ................................................................................................................... 12 Purpose ...................................................................................................................................... 14 Significance ............................................................................................................................... 14 Theoretical Framework ............................................................................................................. 16 Critical Pedagogy .................................................................................................................. 16 Bourdieu ................................................................................................................................ 18 Methodology ............................................................................................................................. 21 Limitations and Delimitations ................................................................................................... 22 Organization of the Dissertation ............................................................................................... 22 Definitions................................................................................................................................. 23 CHAPTER TWO: LITERATURE REVIEW ......................................................................... 25 Adolescence .............................................................................................................................. 25 Critical Youth Studies ............................................................................................................... 30 The Social Milieu of Working Class Youth of Color ............................................................... 34 Aspiration .................................................................................................................................. 36 Student Voice ............................................................................................................................ 41 Conclusion ................................................................................................................................ 44 CHAPTER THREE: METHODOLOGY ............................................................................... 46 Qualitative Methods .................................................................................................................. 46 Critical Narrative .................................................................................................................. 47 Research Design ........................................................................................................................ 48 Gaining Access ..................................................................................................................... 48 Participant Recruitment ........................................................................................................ 48 Data Collection ..................................................................................................................... 50 Data Analysis Procedures ......................................................................................................... 51 Qualitative Critical Narrative ................................................................................................ 51 Synthesis ............................................................................................................................... 52 v CHAPTER FOUR: NARRATIVES ......................................................................................... 53 Tony .......................................................................................................................................... 54 Jay ............................................................................................................................................. 63 Tatum Lewis ............................................................................................................................. 68 Wolf .......................................................................................................................................... 73 Liz ............................................................................................................................................. 80 Tyrone ....................................................................................................................................... 86 Composite of Participant Narratives ......................................................................................... 91 Elementary School ................................................................................................................ 92 Middle School ....................................................................................................................... 93 High School .......................................................................................................................... 94 Conclusion ................................................................................................................................ 94 CHAPTER FIVE: ANALYSIS ................................................................................................. 96 Major Findings .......................................................................................................................... 97 School as Field ...................................................................................................................... 97 Schooling as Contradiction ..................................................................................................
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