increase in working hours suggests that there is less time for dealing with issues such as paying attention to children, ensuring that homework is completed, or dealing with children's problems that arise at school or in the home. Suzanne Gordon has documented that the pressures created by so much work have resulted in a substantial lessening of both concern for community and for caring. 15 Workplaces in general are not amenable to concerns about children or caring.
Family policies of different types of employers reflect a similar bias against caring and ultimately against children and education. With few exceptions, most companies do not allow employees time off for dealing with their children's births, sicknesses or other problems, and even where there are family friendly policies in place, cultural norms about how much work needs to be done often prohibit employees from exercising their right to use these policies.
The very existence of these many types of influence on school performance suggests in an interdependent system each of these institutions also bears responsibilities for the entire system that influences education. In the next chapters we will explore in detail the systems dynamics that affect schools and the ways in which leverage points within those dynamics might be found to begin a long-term process of social change.
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Publication information: Book title: Not by Schools Alone:Sharing Responsibility for America's Education Reform. Contributors: Sandra A. Waddock - Author. Publisher: Praeger Publishers. Place of publication: Westport, CT. Publication year: 1995. Page number: 111.