University of Louisville ThinkIR: The University of Louisville's Institutional Repository Electronic Theses and Dissertations 5-2020 Hirschman's voice, exit, and loyalty framework in the context of charter schools and secession: a discourse analysis of Indiana newspaper editorial items, 1990 to 2014. GlyptusAnn Grider Jones University of Louisville Follow this and additional works at: https://ir.library.louisville.edu/etd Part of the Public Affairs, Public Policy and Public Administration Commons Recommended Citation Jones, GlyptusAnn Grider, "Hirschman's voice, exit, and loyalty framework in the context of charter schools and secession: a discourse analysis of Indiana newspaper editorial items, 1990 to 2014." (2020). Electronic Theses and Dissertations. Paper 3376. Retrieved from https://ir.library.louisville.edu/etd/3376 This Doctoral Dissertation is brought to you for free and open access by ThinkIR: The University of Louisville's Institutional Repository. 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HIRSCHMAN’S VOICE, EXIT, AND LOYALTY FRAMEWORK IN THE CONTEXT OF CHARTER SCHOOLS AND SECESSION: A DISCOURSE ANALYSIS OF INDIANA NEWSPAPER EDITORIAL ITEMS, 1990 TO 2014 By GlyptusAnn Grider Jones B.A., UniversIty of Louisville, 2007 M.A., MIamI UniversIty, 2009 A DIssertatIon SubmItted to the Faculty of the College of Arts and ScIences of the UniversIty of Louisville In PartIal Fulfillment of the Requirements for the Degree of Doctor of Philosophy In Urban and PublIc AffaIrs Department of Urban and PublIc AffaIrs UniversIty of Louisville Louisville, Kentucky May 2020 Copyright 2020 by GlyptusAnn Grider Jones All rights reserved HIRSCHMAN’S VOICE, EXIT, AND LOYALTY FRAMEWORK IN THE CONTEXT OF CHARTER SCHOOLS AND SECESSION: A DISCOURSE ANALYSIS OF INDIANA NEWSPAPER EDITORIAL ITEMS, 1990 TO 2014 By GlyptusAnn Grider Jones B.A., UniversIty of Louisville, 2007 M.A., MIamI UniversIty, 2009 A DIssertatIon Approved on January 7, 2020 by the followIng DIssertatIon CommIttee: David ImbroscIo, PhD DIssertatIon DIrector Cynthia Negrey, PhD Daniel DeCaro, PhD Avery Kolers, PhD II ACKNOWLEDGEMENTS FIrst and foremost, I would lIke to acknowledge and thank Dr. David ImbroscIo, my dissertatIon adviser. I came across the idea of secessIon through an assIgnment In his Introductory polItIcal scIence course and have wrestled wIth the notIon sInce. The works and ideas I consIdered in that first course, as well as several more to follow, encouraged my interest in thinking about governance, scale, legitImacy, and government formatIons In U.S. contexts. I also draw heavily from Dr. ImbroscIo’s work on community-based governance and mobilIty (or lack thereof) to inform my ideas. For his unwavering support of me as student, I am truly thankful. I thank Dr. Cynthia Negrey for her careful review, helpful and constructIve comments at multIple stages of the project, and her wIllIngness to talk through ideas on a moment’s notIce. I am fortunate that she supported me Into her retIrement. I also thank my other commIttee members, Dr. Daniel DeCaro and Dr. Avery Kolers, for theIr helpful feedback as I sharpened the project’s conceptual framework and analysIs. The commIttee’s encouragement and advice are greatly apprecIated. I would lIke to thank several others who have supported me over the years. Thank you to Dr. Gary Gregg and my colleagues at the McConnell Center for theIr friendship and encouragement. To Dr. PhilIp A. Russo, my master’s degree adviser at MIamI UniversIty: thank you for your insIstence on focusIng on what it means to be “publIc” and for pushing me to think critIcally about paradigms. To my very great friend, Dr. Christopher K. Brown, and classmates at UofL and MIamI UniversIty: thank you for your III friendship, advice, and feedback along the way. Lastly, to the school teachers I have met through my professIonal work in cIvic educatIon, as well as to my own teachers and professors (many of whom have become friends), I thank you for your dedicatIon to both your professIon and students. Your tIreless efforts to prepare the next generatIon of great leaders is truly valuable and valued. Most importantly, I must thank my famIly—especIally my parents, my husband, and my daughter. They are my InspiratIon, and I dedicate this project to them. I could not have done this wIthout their love, strength, and encouragement. iv ABSTRACT HIRSCHMAN’S VOICE, EXIT, AND LOYALTY FRAMEWORK IN THE CONTEXT OF CHARTER SCHOOLS AND SECESSION: A DISCOURSE ANALYSIS OF INDIANA NEWSPAPER EDITORIAL ITEMS, 1990 TO 2014 GlyptusAnn Grider Jones January 7, 2020 In this study, I apply secessIon to HIrschman’s (1970) classIc framework to develop a notIon of charter school secessIon. I build beyond his constructs, which I define as Voice1, Exit1, and LoyaltyDistrict In the case of dissatIsfactIon wIth traditIonal school governance, to explore whether there is a rhetorically discernible “battle” in Indiana’s charter school development such that actors: (1) have a crisIs of legitImacy (claIm) agaInst the local school or district (Voice2); (2) seek to leverage charter school formatIon as the mechanism to wIthdraw and establIsh independence (Exit2); and (3) defend theIr efforts due to allegiance to the charter school mode of governance (LoyaltyCharterSchools). I InvestIgate this conceptualIzatIon In communIty newspapers’ editorial discourse related to charter schools. AnalysIs of 1,245 editorial page Items spanning 25 years across 40 Indiana newspapers reveals four sets of reactIons along the two guiding themes of charter school formatIon and secessIon: secessIon (usIng charter school and non-charter school forms) and loyalty (to charter schools or districts/district schools). This process further exposed two notable cases related to secessIon though neIther match the conceptualIzatIon of charter school secessIon. v Key words: Albert Hirschman, charter schools, secession, discourse analysis, Indiana vi LIST OF FIGURES FIgure 1: ConceptualIzatIon of SecessIon and Charter School FormatIon in PublIc EducatIon Governance, 2 x 2 ................................................................................... 7 FIgure 2: HIrschman’s Voice, Exit, Loyalty Framework ApplIed to TraditIonal PublIc School DIstricts ..................................................................................................... 29 FIgure 3: ConceptualIzatIon of Charter School SecessIon ................................................ 30 FIgure 4: Conceptual Framework to Explore Charter School SecessIon .......................... 42 FIgure 5: Charter School SecessIon Coding Scheme for DIscourse AnalysIs ................... 81 FIgure 6: ReactIon Types regarding the Interplay of SecessIon and Charter Schools in Indiana, 2x2 ........................................................................................................... 84 FIgure 7: Number of Editorial PIeces in Dataset by Year of PublIcatIon .......................... 89 FIgure 8: Cases Related to SecessIon and Charter School FormatIon in DIscourse AnalysIs, 2x2 ....................................................................................................... 114 FIgure 9: Summary of IdentIfied SecessIon Attempts and Related BargaIning .............. 127 FIgure 10: Results of Charter School SecessIon in Study ............................................... 129 viI TABLE OF CONTENTS ACKNOWLEDGEMENTS .............................................................................................. III ABSTRACT ........................................................................................................................ v LIST OF FIGURES .......................................................................................................... viI CHAPTER 1: INTRODUCTION ........................................................................................ 1 CHAPTER 2: CONCEPTUALIZING CHARTER SCHOOL SECESSION USING HIRSCHMAN’S VOICE, EXIT, LOYALTY FRAMEWORK ....................................... 25 CHAPTER 3: CONCEPTUALIZING SECESSION IN THE ORGANIZATIONAL ENVIRONMENT OF INDIANA CHARTER SCHOOLS ............................................... 44 CHAPTER 4: DATA AND METHODOLOGY ............................................................... 69 CHAPTER 5: FINDINGS ................................................................................................. 83 CHAPTER 6: EMERGENT CASES RELATED TO SECESSION ............................... 113 CHAPTER 7: CONCLUSIONS AND RECOMMENDATIONS .................................. 128 REFERENCES ................................................................................................................ 139 APPENDIX A: INDIANA CHARTER SCHOOLS, DISTRICTS, AND RELEVANT POLITICAL ACTORS IN STUDY ................................................................................ 165 APPENDIX B: NEWSPAPERS IN DISCOURSE ANALYSIS .................................... 169 APPENDIX C: CODED TOPICS ................................................................................... 173 CURRICULUM VITAE ................................................................................................. 174 viII CHAPTER 1: INTRODUCTION SecessIon is often conceIved in natIon-state contexts; however, smaller-scale, local secessIon contInually