When Middle-Class Parents Choose Urban Schools
Class, Race, and the Challenge of Equity in Public Education
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Recent trends indicate that changing social, political, and economic contexts are prompting greater numbers of middle- and upper middle-class families to consider urban public schools. For proponents of economic integration, this could be read as a positive turn in urban education, based on the assumption that middle-class parents bring with them various forms of capital that can benefit schools with low-income student populations.Little is known, however, about the consequences of middle-class enrollment and engagement in these settings. What motivates middle- and upper middle-class parents t...
Recent trends indicate that changing social, political, and economic contexts are prompting greater numbers of middle- and upper middle-class families to consider urban public schools. For proponents of economic integration, this could be read as a positive turn in urban education, based on the assumption that middle-class parents bring with them various forms of capital that can benefit schools with low-income student populations.Little is known, however, about the consequences of middle-class enrollment and engagement in these settings. What motivates middle- and upper middle-class parents to consider city schools with large numbers of low-income students and students of color?How are race and class dynamics within the school community shaped by the enrollment and engagement of these parents?What are the equity implications of middle-class parents efforts to support and invest in urban public schools?"Transforming Urban Schools" demonstrates how the engagement of middle- and upper middle-class parents can both mitigate and exacerbate educational inequalities in urban public schools.Drawing from two years of qualitative research, the book shows the power of active and engaged middle- and upper middle-class parents to bring important resources and educational opportunities to urban public schools.Yet it also shows the limitations of their engagement in the absence of policies and practices to counter ongoing patterns of segregation and exclusion linked to race, class, and residence in schools and districts. "
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