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The Formal and Informal Contexts of Union Socialization

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Book cover Teacher Unions in Public Education

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Abstract

Several US states in recent years have moved to hinder teacher unions’ ability to recruit and retain members by restricting the scope of bargaining and/or removing agency-shop protections. For example, in Michigan, teacher evaluation and performance pay are no longer subject to collective bargaining, seniority provisions in teacher assignments have been substantially reduced, and teacher tenure has been significantly weakened. The weakening of union power likely raises questions for some teachers regarding the relevance of unions in teachers’ work lives. This may be particularly true of novice teachers; the newest generation of teachers has been shown to be more supportive of controversial reforms such as pay for performance systems (traditionally opposed by the National Education Association (NEA) and American Federation of Teachers (AFT)) (Goldhaber, DeArmond, and DeBurgomaster 2007; Jacob and Springer 2008; Johnson 2004; Johnson and Papay 2009).

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Authors
  1. Ben Pogodzinski
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Nina Bascia

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© 2015 Nina Bascia

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Pogodzinski, B. (2015). The Formal and Informal Contexts of Union Socialization. In: Bascia, N. (eds) Teacher Unions in Public Education. Palgrave Macmillan, New York. https://doi.org/10.1057/9781137426567_7

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