School Marketing in the United States: Demographic Representations and Dilemmas for Educational Leaders

Abstract

School leaders in the United States are increasingly embracing marketing practices in order to promote their schools in more competitive conditions. Yet while policymakers are actively encouraging such conditions, little attention has been paid to the equity effects of these practices. Advancing from the insight that marketing materials can illuminate some of the underlying incentive structures to which schools must respond, this study examines patterns in the marketing materials in two metropolitan areas with the most competitive education markets in the United States. Web-based materials for all schools in Washington, DC and post-Katrina New Orleans were analyzed, noting how individual schools and different types of schools represent their racial makeup. By analyzing these differences in traditional-public, charter, and private schools, we were able to see emerging patterns that suggest the role of market forces in school organizational behavior, with cautionary lessons for how different types of students are valued.

Citation

Lubienski, C., Linick, M. and York, J.G. (2012), "School Marketing in the United States: Demographic Representations and Dilemmas for Educational Leaders", Oplatka, I. and Hemsley-Brown, J. (Ed.) The Management and Leadership of Educational Marketing: Research, Practice and Applications (Advances in Educational Administration, Vol. 15), Emerald Group Publishing Limited, Leeds, pp. 109-135. https://doi.org/10.1108/S1479-3660(2012)0000015007