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The Road Less Traveled: Equity in Ac...

Powers, Nanci J.

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The Road Less Traveled: Equity in Access to Public Waldorf Education.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The Road Less Traveled: Equity in Access to Public Waldorf Education./
Author:	Powers, Nanci J.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2020,
Description:	339 p.
Notes:	Source: Dissertations Abstracts International, Volume: 81-12, Section: A.
Contained By:	Dissertations Abstracts International81-12A.
Subject:	Educational philosophy. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=27961591
ISBN:	9781083473530

The Road Less Traveled: Equity in Access to Public Waldorf Education.
Powers, Nanci J.

The Road Less Traveled: Equity in Access to Public Waldorf Education. - Ann Arbor : ProQuest Dissertations & Theses, 2020 - 339 p.

Source: Dissertations Abstracts International, Volume: 81-12, Section: A.

Thesis (Ed.D.)--California Lutheran University, 2020.

In the wake of its centennial anniversary, Waldorf education continues to be viewed by its avid supporters as a panacea for students who require a developmentally aligned alternative to the academically fueled, mainstream classrooms in America. Yet despite the recent efforts to imbue equity into its enrollment practices, public Waldorf education remains relentlessly plagued by an underrepresentation of students from historically marginalized groups. This qualitative case study of a public Waldorf school in California examined the voices of parents of students of color and low-income households to consider their rationale for applying, along with their experiences in the enrollment process. Overlaid with a critical perspective, the study employed semi-structured interviews, archival document review, and participant questionnaires-in conjunction with an arts-based research component-to provide a holistic view within the data analysis process. Consequently, several key findings were revealed. First, although the participants chose a public Waldorf school for a variety of rationale, intrinsic motivational factors centering on both the parent and child's emotional needs were paramount. Second, the families encountered significant policy, economic, and cultural barriers throughout the enrollment process. Lastly, the parents employed substantial amounts of social, cultural, and emotional capital along with a composite of personal strengths to achieve success. Policy makers and educational leaders can use the results of this study to facilitate more equitable enrollment practices by providing transparency in the system, establishing outreach programs, and more effectively disseminating choice options to all parents.

ISBN: 9781083473530Subjects--Topical Terms:

3173367
Educational philosophy.
Subjects--Index Terms:

Access to education

The Road Less Traveled: Equity in Access to Public Waldorf Education.
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500 $a Source: Dissertations Abstracts International, Volume: 81-12, Section: A.
500 $a Advisor: Tucker, Janice L.
502 $a Thesis (Ed.D.)--California Lutheran University, 2020.
520 $a In the wake of its centennial anniversary, Waldorf education continues to be viewed by its avid supporters as a panacea for students who require a developmentally aligned alternative to the academically fueled, mainstream classrooms in America. Yet despite the recent efforts to imbue equity into its enrollment practices, public Waldorf education remains relentlessly plagued by an underrepresentation of students from historically marginalized groups. This qualitative case study of a public Waldorf school in California examined the voices of parents of students of color and low-income households to consider their rationale for applying, along with their experiences in the enrollment process. Overlaid with a critical perspective, the study employed semi-structured interviews, archival document review, and participant questionnaires-in conjunction with an arts-based research component-to provide a holistic view within the data analysis process. Consequently, several key findings were revealed. First, although the participants chose a public Waldorf school for a variety of rationale, intrinsic motivational factors centering on both the parent and child's emotional needs were paramount. Second, the families encountered significant policy, economic, and cultural barriers throughout the enrollment process. Lastly, the parents employed substantial amounts of social, cultural, and emotional capital along with a composite of personal strengths to achieve success. Policy makers and educational leaders can use the results of this study to facilitate more equitable enrollment practices by providing transparency in the system, establishing outreach programs, and more effectively disseminating choice options to all parents.
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