Home Articles Reader Opinion Editorial Book Reviews Discussion Writers Guide About TCRecord
transparent 13

Poor Kids Versus Bad Teachers: Vergara v. California and the Social Construction of Teachers

by Jeanne M. Powers & Kathryn P. Chapman - 2021

Background: In the past decade, the laws governing teachers’ employment have been at the center of legal and political conflicts across the United States. Vergara v. California challenged five California state statutes that provide employment protections for teachers. In June 2014, a California lower court declared the statutes unconstitutional because they exposed students to “grossly ineffective teachers.”

Purpose: The purpose of the article is to document and analyze how Vergara was presented in the print news media. It is important to understand how the print news media presents education policy debates to the public, because the print news media shapes the general public’s understanding of education and other public policy debates by providing frames and themes for interpreting the issues in question and people associated with them.

Research Design: Using the social construction of target populations and political spectacle as conceptual lenses, we conducted a content analysis of print news media articles on the Vergara case published between June 2012 and November 2014. We provide a descriptive overview of the full corpus of articles published during this period and a thematic analysis of the 65 unique news articles published in the aftermath of the decision. The latter focuses on news articles because they are intended to provide more objective coverage of the case than opinions or editorials.

Findings: In the print news media coverage, the word “teacher” was often paired with a negative qualifier, which suggests that Vergara was an effort to change the relatively advantaged social construction of teachers. Similarly, metaphors and the illusion of rationality associated with political spectacle were used in ways that bolstered the plaintiffs’ claims. While Vergara consumed a substantial amount of philanthropic and public dollars, ultimately it did not change the policies that govern teachers’ employment in California. Vergara may have been more successful in shaping the general public’s perceptions of teachers and the conditions of teachers’ employment in the period following the trial.

To view the full-text for this article you must be signed-in with the appropriate membership. Please review your options below:

Store a cookie on my computer that will allow me to skip this sign-in in the future.
Send me my password -- I can't remember it
Purchase this Article
Purchase Poor Kids Versus Bad Teachers: Vergara v. California and the Social Construction of Teachers
Individual-Resource passes allow you to purchase access to resources one resource at a time. There are no recurring fees.
Become a Member
Online Access
With this membership you receive online access to all of TCRecord's content. The introductory rate of $25 is available for a limited time.
Print and Online Access
With this membership you receive the print journal and free online access to all of TCRecord's content.

Cite This Article as: Teachers College Record Volume 123 Number 4, 2021, p. 1-26
https://www.tcrecord.org ID Number: 23651, Date Accessed: 7/30/2021 3:20:02 PM

Purchase Reprint Rights for this article or review
Article Tools
Related Articles
There are no related articles to display

Related Discussion
Post a Comment | Read All

About the Author
  • Jeanne M. Powers
    Arizona State University
    E-mail Author
    JEANNE M. POWERS, Ph.D., is an associate professor in the Mary Lou Fulton Teachers College, Arizona State University. She is a sociologist of education, and her recent research addresses school segregation, school choice, the academic achievement of immigrant students, the teacher workforce, and the process of policy implementation.
  • Kathryn P. Chapman
    University of Kentucky
    E-mail Author
    KATHRYN P. CHAPMAN, Ph.D., is a postdoctoral scholar in the Department of Educational Leadership Studies in the College of Education at the University of Kentucky. Her research focuses on the intersection of policy, leadership, and financial investments to address inequities across early childhood systems.
Member Center
In Print
This Month's Issue