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The purpose of this study was to discover and determine the elements of the parent/community culture of a comprehensive high school. More specifically, the study investigated the main elements of the parent/conununity culture, identified the factors contributing to that culture and their relative strengths, determined the education-related beliefs^ values, and attitudes, determined how the loyal support culture was developed and maintained, and described the parent/community culture itself. The research was conducted at a comprehensive high school located in a mid-sized city in the Midwest. Interviewing was the primary method of data collection. Small group interviews were conducted with 79 participants, individual interviews were conducted with 12 participants, and informal interviews were conducted throughout 24 days spent in the field. After the interview process began, it was clear that nearly all the participants were generally positive and supportive of the school. The smdy was then firamed through the lens of a "loyal support" culture. The beliefs, values, and attitudes were collapsed through an inductive process to provide key elements and factors of the culture. Other means of data collection included the Parent Survev: Oualitv of School Practices (O'Connell, 1993) on the impact and quality of school practices and the level of support for the school. Additionally, an informal survey was provided to high school alumni at their armual alumni reunion banquet. The data from these two surveys provided valuable insights into the cultural elements and fk:tors and was used in data triangulationResults of the study determined that nine cultural elements comprised of 45 cultural factors were the foundation of this parent/commimity culture in relation to the high school.

A qualitative analysis of the culture of parents and community members of a comprehensive high school: an examination of loyal support