For decades, the term ‘school culture’ has been widely used in scholarly, policy, and popular discussions of education, school reform, and school leadership. Yet, school culture remains an abstract term, and different definitions abound. Moreover, important research on aspects of the school environment often does not fall under the purview of school culture research. Drawing from recent work in organizational sociology and cultural sociology, we develop a model that is both more expansive and more specified, accounting for different sources (formal, informal, environmental) and forms (meanings, practices) of school culture. This model views school culture as not only official and top-down but also as emergent and situated and highlights the role of alignment across key elements of a school’s culture. Examples from two very different schools – a ‘no excuses’ charter middle school and a ‘progressive’ high school – illustrate elements of the model and patterns of alignment/misalignment. This model can aid scholars, policymakers, and practitioners interested in understanding and, ultimately, improving school culture.
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