The document summarizes research comparing the organizational culture and communication practices of New Castle Middle School and Tri Jr.-Sr. High School. It finds that both schools practice strategic communication to establish control over students and accomplish goals. They also balance creativity with constraints to create boundaries that produce desired results. The schools demonstrate power over students through rewards, punishments, and respect for staff expertise and positions.

1. A Cultural comparison
The Public School System
&
By: Glenda Cecil & Chase Newhouse

2. Methods for Collecting Data
 Ethnography
 Observation of New Castle Middle School.
 Observation of Tri Jr. Sr. High School.
 Interview
 Discussion with the principal of New Castle Middle
School, Mrs. Jaci Hadsell.
 Discussion with the principal of Tri Jr. Sr. High School,
Mr. Keith Isaacs.

3. Introduction
 Indiana is home to many great educational
organizations. New Castle Middle School
located in New Castle, and Tri Jr.-Sr. High
School located in Straughn are just two
examples. Both schools could be considered
neighbors in Henry County. According to the
National Center for Education Statistics, New
Castle Middle School educates some 605
students, while Tri High School educates close
to 446 (U.S. Department of Education, 2009-
2010). While each school was diverse, they
organized themselves in similar ways.

4. Thesis
Based on our research, it is our
Belief that New Castle Middle
School and Tri Jr.-Sr. High School
operate as a system within the
boundaries of strategic-control
and creativity and constraint, to
communicate values and power.
In the following we will discuss these concepts in
further detail, and explain how they relate to the
practice of communication within the organization of
the public school.

5. Organizational culture
I. To begin with, New Castle Middle School
and Tri Jr.-Sr. High School practice
communication within the boundaries of
strategic-control to communicate their
values.
They operate as a system
consisting of many parts,
working together to
accomplish multiple goals.

6. Organizational culture
A. The staff uses communication methods as a means to
control the environment, or specifically, students and their
behavior.
 They demonstrate control through visual stimulants,
reward systems, and accountability plans.

7. Organizational culture
 There were inspirational posters and paintings
throughout the building, almost hiding the walls. These
contain sayings that encourage character building such
as: Caring, Trust, and Responsibility.
 There are reward systems in place such as monthly
character meets that are held to reward those students
and staff who exhibit the monthly character trait, with
recognition.
 There are accountability plans in place to hold students
accountable to maintaining good grades, good behavior,
but also to building honorable character.

8. Organizational culture
B. They also demonstrate control through performance, also
verbal and nonverbal communication.
• The staff, being in control, exhibits such control by
setting themselves apart from students. The staff
wears badges to classify them as in control.
• The staff exhibits control through verbal and
nonverbal cues such as being firm, only discussing
school info with the kids, raising their voices when
necessary, stern facial expressions, keeping their
distance from students, etc.

9. Organizational culture
II. Next, New Castle Middle School and Tri
Jr.-Sr. High School practice
communication within the boundaries of
creativity and constraint. They operate as
a system providing opportunity for
creativity and constraint to create a more
potent, yet slightly open, communicative
environment.

10. Organizational culture
A. The staff uses various methods in an effort
to create firm boundaries that will in turn
produce the desired results. This leads into
the idea of the centrality of power.
“Robert French and Bertram Raven
described five types of social power
following the assumption that person
A has power over person B when A
has control over some outcome B
wants” (Eisenberg, 2009, p. 140).

11. Organizational power
The staff has reward power
over the students when the
staff can give a reward in
exchange
for the student’s
compliance.

12. Organizational culture
The staff has coercive power
over the students when
The students perceive that
certain behaviors on their
part will lead to punishments
from the staff.

13. Organizational culture
The staff has referent power
over the students when the
students are willing to do what
the staff asks in order to be
like them
and/or liked by
them.

14. Organizational culture
The staff has expert power
over the students
when the students
are willing to do
what the staff says
because the students
respect their expert knowledge.

15. Organizational culture
The staff has legitimate
power over the students
when the students
comply with the staff’s
wishes because the staff
holds a high-level
position.

16. Organizational culture
B. “French and Raven’s approach
to power is further reflected in
some research as compliance-
gaining and behavior-altering
techniques. Examples include
research on how supervisors can
persuade subordinates to do
undesirable tasks” (Eisenberg,

17. Conclusion
The public school system organizes communication in an
effort to establish control on behalf of the staff
demonstrating power over the students. The school
system as a whole has one goal in mind and that is the
success of their subordinates. The public school system
implements such control through the use of:
 strategic-control
 creativity and constraint
 centrality of power
New Castle Middle School and Tri Jr. Sr. High School were
more similar than they were different. This understanding
is beneficial as it gives us a glimpse into the education
system that not only affects each and every one of us, but

18. References
 Eisenberg, E. M. (2009). Organizational
Communication. Boston: Bedford/St. Martin's.
 U.S. Department of Education. (2009-2010).
Retrieved October 20, 2012, from National Center
for Education Statistics: http://nces.ed.gov/
 Hadsell, J. (2012, October 17). Principal. (G. Cecil,
Interviewer)
 Isaacs, K. (2012, October 22). Principal. (C.
Newhouse, Interviewer)