BearWorks MSU Graduate Theses Fall 2017 Charting Constellations of Power: Texas Public Education Policy Hollie Wright Missouri State University, [email protected] As with any intellectual project, the content and views expressed in this thesis may be considered objectionable by some readers. However, this student-scholar’s work has been judged to have academic value by the student’s thesis committee members trained in the discipline. The content and views expressed in this thesis are those of the student-scholar and are not endorsed by Missouri State University, its Graduate College, or its employees. Follow this and additional works at: https://bearworks.missouristate.edu/theses Part of the Education Commons, Education Policy Commons, Other Anthropology Commons, and the Social and Cultural Anthropology Commons Recommended Citation Wright, Hollie, "Charting Constellations of Power: Texas Public Education Policy" (2017). 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CHARTING CONSTELLATIONS OF POWER: TEXAS PUBLIC EDUCATION POLICY A Master’s Thesis Presented to The Graduate College of Missouri State University TEMPLATE In Partial Fulfillment Of the Requirements for the Degree Master of Science, Applied Anthropology By Hollie Wright December 2017 Copyright 2017 by Hollie Wright ii CHARTING CONSTELLATIONS OF POWER: TEXAS PUBLIC EDUCATION POLICY Sociology and Anthropology Missouri State University, December 2017 Master of Science Hollie Wright ABSTRACT For decades, public education in Texas has been entrenched in neoliberalism-inspired policies that research shows largely fail to produce promised results and have a tendency to perpetuate the very problems advocates claim the policies will solve. This raises questions about the decision-makers and what is happening in the public education policy process. In line with Laura Nader’s directive for more anthropologists to make those in power the subject of their research, I used both ethnographic and social network analysis methods to ‘study up’ in Texas public education. This study describes some relationships of members of the Texas State Board of Education and Texas Legislature, discusses implications of these relationships, and offers things that members of the general public can do to become more involved in the public education policy decision-making process. My investigation revealed that some actors have high degree centrality in the network, that homophily is present, and that opportunities for the general public to become more involved already exist; however, many people are unaware of them. Furthermore, people who utilize those opportunities often are ignored due to their behavior, their lack of knowledge on key issues, and/or their inability to present a reasonable alternative. Educational policy and practice are resistant to change due to the high levels of homophily. If people want to change policy, they must take advantage of opportunities and learn better advocacy methods. KEYWORDS: studying up, Texas, public education, social network analysis, policy, neoliberalism, ethnography This abstract is approved as to form and content _______________________________ Margaret Buckner, PhD Chairperson, Advisory Committee Missouri State University iii CHARTING CONSTELLATIONS OF POWER: TEXAS PUBLIC EDUCATION POLICY By Hollie Wright A Master’s Thesis Submitted to the Graduate College Of Missouri State University In Partial Fulfillment of the Requirements For the Degree of Master of Science, Applied Anthropology December 2017 Approved: _______________________________________ Margaret Buckner, PhD _______________________________________ Bret Cormier, PhD _______________________________________ William Wedenoja, PhD _______________________________________ Julie Masterson, PhD: Dean, Graduate College In the interest of academic freedom and the principle of free speech, approval of this thesis indicates the format is acceptable and meets the academic criteria for the discipline as determined by the faculty that constitute the thesis committee. The content and views expressed in this thesis are those of the student- scholar and are not endorsed by Missouri State University, its Graduate College, or its employees. iv ACKNOWLEDGEMENTS I would like to thank every person who participated in this study, especially when so many refused. I would also like to thank Dr. Margaret Buckner for her guidance and helping set me back on the straight and narrow when I was lost on my rabbit trails. I dedicate this thesis to Texas educators---those people who stand on the front lines in public education day in and day out with little reward or thanks. No matter the political climate or the policies that come and go, it is all of you who truly make Texas public education great. The debt owed to you for what you do can never be repaid. v TABLE OF CONTENTS Introduction ..........................................................................................................................1 Literature Review.................................................................................................................4 Neoliberal Policies and Reform in Public Education ..............................................4 Specifying Failure ....................................................................................................6 Unintended Realities of Neoliberal Policies and Reforms ......................................8 Investigating Policy and Networks ........................................................................11 ‘Studying Up’.........................................................................................................12 Political Actors, Social Network Analysis, and Centrality Measures ...................13 Homophily and Advocacy Coalition Framework (ACF).......................................19 Conclusion .............................................................................................................21 Methods..............................................................................................................................23 Boundary Specification ..........................................................................................24 Relationship Selection ...........................................................................................26 Affiliation Inclusion ...............................................................................................27 Data Collection ......................................................................................................28 Participant Recruitment ................................................................................28 Interviews ......................................................................................................31 Observation and Publicly Available Sources ................................................32 Data Analysis .........................................................................................................33 Limitations .............................................................................................................36 Findings .............................................................................................................................38 Focal Actor Findings..............................................................................................38 Texas State Board of Education (SBOE) ......................................................38 Texas SEC and HCPE ...................................................................................42 Affiliations ....................................................................................................43 Texas Tea Party .................................................................................45 Moderates & ERC .............................................................................46 Texas Eagle Forum & Texas Home School Coalition (THSC) ........47 Social Network Analysis Findings: Relational Data, Centrality Measures, and Homophily .............................................................................................................48 Centrality, Power, and Homophily ...............................................................66 Affiliations ....................................................................................................73 Findings from Observations of Webcasts, Interview Responses, and Public Sources ..................................................................................................................81 Finding 1: Ideology Greatest Influence over Homophily and Actor Choice… ....................................................................................................81 Finding 2: Connections to Public Schools .................................................86 Finding 3: Problem with Awareness for Public Interaction.......................87 Finding 4: Problems with Engaging in Public Testimony .........................88 vi Finding 5: Poor Attendance at Public Meetings ........................................89 Finding 6: SBOE Conflict and Public Meetings ........................................90 Finding 7: Actions and