Through the Facebook Lens: Understanding Public Perception of Local Education
In a new study for the American Journal of Education, professor Ashley J. Carey delves into the development of public perceptions of local schools through the case of a large, private Facebook group in a community referred to as “Oldtown,” for the sake of anonymity. Employing an ethnographic case study approach, and drawing upon digital public sphere theory, Carey investigates who participates in discussions about schools on Facebook, the content of their posts, and how interactions within the group shape the collective understanding of local schools, both online and offline.
The key conclusions from this example indicate that posts garnering the most engagement predominantly present negative perspectives on the local schools. Notably, a very small fraction of the Facebook group's membership (less than 1%) generates these high-engagement posts. The study also suggests that special interest actors play a significant role in determining which posts gain traction within the group. These actors appear to advance their agendas by amplifying engagement on specific negative posts and by moderating comments to suppress positive feedback about the schools.
The study concludes that community members accessing Facebook are exposed to a skewed and potentially inaccurate representation of their local public schools, resulting from unequal participation and the influence of specific agendas. Carey discusses the implications of these findings in the context of increasing school choice policies and growing dissatisfaction with public education in some segments of society, suggesting that online social networks may be contributing to public skepticism towards local public schools. The research also offers considerations for school and district leaders, as well as for researchers working within private Facebook groups.
This study highlights several concerning trends that reflect current critiques of public education, and of contemporary society overall. The finding that negative framings of local schools achieve the highest engagement on social media platforms aligns with broader concerns about a decline in respect for established institutions, along with a tendency towards negativity and cynicism in public discourse. The fact that a small minority of individuals, potentially driven by partisan ideologies, can significantly shape the online narrative about schools raises questions about the accuracy and fairness of these digital spaces as sources of information.
The influence of special interest actors in amplifying negative posts and suppressing positive feedback could be interpreted as a form of ideological capture or manipulation of public opinion. Many parents are concerned about the infiltration of specific political or social agendas into education, and the potential for these agendas to be promoted through online channels, often unchecked and without the nuance of balanced reporting. The study's conclusion that this distorted online portrayal might contribute to public skepticism towards local public schools is particularly troubling for those who believe in the importance of strong community support for public education, often seen as a cornerstone of civic life, social cohesion, and cultural development.
The reliance on a private Facebook group as a key site for information sharing about public institutions is notable, moreover, since it raises questions about transparency and accountability. While private groups can certainly nurture a sense of community, they also operate outside the purview of public scrutiny and can therefore be susceptible to echo chambers and the spread of misinformation without adequate checks and balances. For those who typically value local control and community involvement in schools, the idea that a small, potentially unrepresentative online group can exert such influence on public perception warrants careful consideration. It underscores the need for vigilance against the potential for online platforms to be used to undermine trust in local institutions.
The rise and widespread adoption of social media networking sites (OSNs) in the United States have fundamentally altered how Americans communicate, consume information, and engage with their communities and institutions. Platforms like Facebook, Twitter (now X), Instagram, and others have become ubiquitous, with a significant majority of the adult population using at least one of these sites regularly.
Initially envisioned as tools for connecting friends and family, OSNs have evolved into multifaceted platforms serving various purposes: news dissemination, political discourse, marketing, and community building, to start. The speed and reach of social media have made it a powerful force in shaping public opinion and influencing social and political movements.
But this rapid proliferation has also brought forth challenges. Concerns about the spread of misinformation and disinformation, the formation of echo chambers and filter bubbles, the impact on mental health, and the erosion of privacy have become increasingly evident. It does not take a specialist to notice the effects of these trends. The very features that make social media so powerful – its immediacy, its capacity for virality, and its ability to connect individuals across geographical boundaries – also present risks to informed public discourse and the health of democratic institutions.
The anonymity afforded by some platforms and the often-unmoderated nature of online interactions have contributed to a decline in civility and an increase in the spread of negative or biased information. The algorithmic curation of content, designed to maximize user engagement, can inadvertently prioritize sensational or emotionally charged content, potentially at the expense of factual accuracy and balanced perspectives.
Teachers, as the frontline of the education system, have a vested interest in the public perception of their schools. Negative narratives circulating on social media have tangible and detrimental effects on their work environment and their students. Such narratives can erode public trust in the school and its teachers, and that can potentially lead to decreased parental involvement and difficulties in securing resources and funding for the school. When parents and community members hold negative views based on skewed online information, it creates an adversarial environment that threatens the collaborative relationship between home and school.
Negative portrayals can also impact student morale and students’ perception of their own school. If students are constantly exposed to negative comments about their school online, they may develop a sense of shame or just disengagement, potentially affecting their academic performance and overall well-being. Teachers try to create a positive learning environment, but negative external narratives directly contradict such efforts.
The professional reputation of teachers and the school as a whole can be damaged by negative online content. In an era where information spreads rapidly, negative comments, even if based on misinformation or the agendas of a few individuals, can have lasting consequences for the school's ability to attract and retain quality staff. Teachers may feel demoralized and undervalued if they perceive that their hard work is being unfairly criticized in public forums.
Understanding the online discourse surrounding our schools allows both teachers and administrators to proactively correct misinformation. Ignoring the online conversation is really not an option. Doing so would allow negative narratives to take hold and shape public opinion, unchallenged. Put simply, if we are aware of what is being said, we can develop strategies to communicate the positive aspects of our schools, and counter inaccurate or unfair criticisms.
Given the inherent challenges and potential pitfalls identified in Carey’s study, and recognizing the pervasive influence of social media, how can schools proactively (and ethically) leverage these same platforms to encourage a more positive public understanding of their work and trust in their educational mission?