How Institutional Context Shapes the Accounts of School Choice and Boundary-Making Among Middle Class Parents in an Urban School District

Abstract

This paper explores how urban middle-class parents with children at the elementary school level construct accounts about school choice in comparison to parents with children at the middle and high school levels. Previous studies have largely focused on the former. Data for this study come from in-depth interviews with 44 parents who enrolled their children in an urban school district. Findings suggest that parents’ choices and narratives concerning schools are affected by the school district’s institutional context. Parents with children at the elementary school level largely avoided their neighborhood-designated schools and secured spots in the city’s more desirable magnet schools. The group distinctions created at this level were “bad schools” and “bad parents” versus “good schools” and “good parents.” Parents with children in the middle and high school years similarly avoided the district’s general programs and secured the desirable slots in those schools’ academically segregated honors, AP, and IB programs. Distinctions created here were between “good students” and “bad students” and parents employed highly individualistic notions of educational success. The findings suggest that even parents with progressive social values rely on school and academic segregation to secure valued resources for their children. Districts that value integration therefore must develop robust programs to counter the self-segregation of middle-class families.

Anywhere but Here: Neighborhood Violence and Local School Preferences in Baltimore City

“…This often includes schools with high-performance rates on state test scores (Denice and Gross 2016;Lareau and Goyette 2014;Weininger 2014;Rhodes and DeLuca 2014;Harris and Larsen 2015;Burgess et al 2015;Hastings and Weinstein 2008;Holme 2002) and higher-income and whiter student populations (Billingham and Hunt 2016;Saporito and Lareau 1999;Schneider and Buckley 2002;Roda and Wells 2013;Kotok et al 2017). At the high school level, students also look at the academic and career opportunities a school offers, such as advanced placement classes, extracurricular programming, or sports teams (Harris and Larsen 2015;Knudson 2021;Sattin-Bajaj 2014).…”

Anywhere but Here: Neighborhood Violence and Local School Preferences in Baltimore City

“…This often includes schools with high performance rates on state test scores (Burgess et al 2015; Denice and Gross 2016; Harris and Larsen 2015; Hastings and Weinstein 2008; Holme 2002; Lareau and Goyette 2014; Rhodes and DeLuca 2014; Weininger 2014) and higher-income and whiter student populations (Billingham and Hunt 2016; Kotok et al 2017; Roda and Wells 2013; Saporito and Lareau 1999; Schneider and Buckley 2002). At the high school level, students also look at the academic and career opportunities a school offers, such as advanced placement classes, extracurricular programming, and sports teams (Harris and Larsen 2015; Knudson 2021; Sattin-Bajaj 2014).…”