Follow the Yellow Brick Road

Teach For America and the Making of Educational Leaders

Datos Bibliográficos

ID11366262
AutoresTina Trujillo (0000-0002-9368-4151, University of California, Berkeley, autor de correspondencia), Janelle Scott (0000-0002-3215-1765, University of California, Berkeley), Marialena Rivera, Marialena D Rivera (0000-0003-3393-2878)
Año2017
Volumen123
Número3
Páginas353-391
Fecha de publicación2017-05-01
Peer ReviewedSí
Open AccessNo
TipoARTICLE
RevistaAmerican Journal of Education (JOURNAL)
Identificadores de la revistaISSN: 0195-6744 • E-ISSN: 1549-6511
EditorialUniversity of Chicago Press (PUBLISHER • US)
DOI10.1086/691232
OpenAlexW2601837942
IdiomaEN
Citas recibidas17
Referencias citadas15

This article reports findings from a study that explores how Teach For America (TFA) alumni interpret the causes of and interventions for educational inequality, the leadership pathways for remedying inequality, and the career opportunities available to them as TFA affiliates. Analyzing data from 117 alumni interviews, we find that the majority of participants attribute the roots of educational inequality to perceived managerial shortcomings of the public school system. We also demonstrate how TFA alumni embrace largely managerial, technocratic responses to inequality. Finally, we reveal how the majority of alumni who work in education do so in privatized settings that emphasize management, entrepreneurship, and accountability. These findings contribute to the literature on school reform, the politics of educational policy and leadership, and the discourse and policy environment in which the organization is embedded

Accountability · Educational leadership · Inequality · Pedagogy · Political science · Politics · Public relations · Sociology · Technocracy · Work (physics · Higher Education Research Studies · Public Administration · School Choice and Performance · Teacher Education and Leadership Studies