“I Wanted Diversity, But Not So Much”: Middle-Class White Parents, School Choice, and the Persistence of Anti-Black Stereotypes

2021 ◽  
pp. 004208592110319
Author(s):  
Shani Adia Evans

This interview study examines the school choices of white middle class parents who live in a large Northeastern city. Interviewees identify as progressive urbanites and express an appreciation for racial diversity. Simultaneously, interviewees draw on anti-Black stereotypes when evaluating school options and avoiding majority Black schools. While previous studies suggest that diversity-seeking whites are well intentioned and inadvertently reproduce racism through school choice, my analysis allows for greater consideration of white parents’ investment in the reproduction of white racial dominance.

2018 ◽  
Vol 5 (4) ◽  
pp. 486-499 ◽  
Author(s):  
Megan R. Underhill

Drawing upon interviews with 40 parents in Cincinnati, Ohio, the author explores how “exposure to diversity,” an implicit racial socialization practice, has become a defining feature of how some middle-class white parents teach their children about race and reflect on what it means to be a good white parent. Exposure to diversity involves white parents’ active efforts to expose their children to people of color via trips to multiracial parks, enrollment in multiracial schools, or residence in multiracial neighborhoods. The author argues that white parents’ efforts are informed by their adherence to both a “diversity ideology” wherein racial diversity is frequently, but not always, framed as a positive social dynamic that enriches their family’s white life, and a middle-class desire to craft a high-status white child via distinction-oriented parenting practices. Taken together, white middle-class parents pursue an exposure-to-diversity strategy because they believe, whether consciously or not, that diversity provides them and their children with the means to facilitate small-scale social change and to craft a comfortable, open-minded white child who possesses racial and class distinction.


2019 ◽  
pp. 139-175
Author(s):  
Ann Gleig

This chapter examines some of the main features of diversity and inclusion work through a case study of the Insight Meditation Community of Washington (DC) (IMCW). It considers the main pragmatic and hermeneutic strategies by which diversity and inclusion initiatives are legitimated within Buddhist thought and practices at IMCW as well as the opposition such work has faced from many of its overwhelmingly white, middle-class and upper-middle-class members. Then, it considers how the work at IMCW reflects shifts around racial diversity and white privilege in the wider Insight community. The chapter concludes by exploring the significance of racial justice and diversity work in terms of the status and unfolding of Buddhist modernism in the United States.


2017 ◽  
Vol 51 (1) ◽  
pp. 72-98 ◽  
Author(s):  
Scott Ellison ◽  
Ariel M. Aloe

The inversion hypothesis popularized by Ehrenhalt posits that recent urban migration trends in the United States constitute a reversal of the late 20th-century model of middle-class White flight to the suburbs and an urban core inhabited by a mostly working-class, minority population. The hypothesized blurring of the urban–suburban divide has led to calls that policymakers must seize the opportunity to foster racially and economically diverse urban schools before the inversion process is complete with the assumption that doing so will lead to more equitable educational opportunities. The aim of this study is to gain insight into the possibility of fostering racially and economically integrated urban schools in the context of school choice through a qualitative research synthesis of the decision making processes of predominantly White, middle-class families in the urban core as they make school choices. Findings from this research indicate that the decision making of parents in the studies sampled for this synthesis are bound up with their identity work as “city people”; that parents who go “against the grain” in choosing an urban public school perceive that choice to be a risky decision; and that those risks are mitigated by their access to cultural, social, and economic capital.


2021 ◽  
Vol 8 (1) ◽  
pp. 29-41
Author(s):  
Kenneth A. Stahl

In Bourgeois Utopias, a cultural history of suburbia in America, Robert Fishman states the fundamental paradox about the suburbs: “[H]ow can a form based on the principle of exclusion include every-one?” The promise of the American suburb was that every middle-class family would be able to own a home with a yard, but this egalitarian ideal was illusory because what made the suburbs appealing was precisely what it excluded, namely everything having to do with the city—its congestion, political corruption, and most importantly, its racial diversity. And so, as suburbia was mass-produced and made avail-able with cheap low-interest loans to white middle-class families, racial minorities were rigidly excluded. Although several waves of demographic change have reshaped the suburbs over the generations, this paradox remains evident today. Suburbs are becoming more dense and more diverse as many minorities have migrated from “inner cities” toward first-ring suburbs, and immigrants have found welcoming enclaves in the suburbs. But while suburbs have grown more diverse, they have also grown more segregated. High opportunity suburbs with plentiful jobs and good schools mandate low-density sprawl through zoning regulations, like mini-mum lot size and floor area requirements, parking mandates, and set-backs, that have the cumulative effect of making housing scarce and expensive. Only the very affluent or those lucky enough to have purchased a home years ago are welcome in these places. Racial minorities who, thanks to the earlier generation of suburban exclusion, have not had the opportunity to build the inter-generational wealth that is often a prerequisite to purchasing a home in the suburbs still find themselves locked out of the most desirable communities. The infra-structure of suburban communities, such as roads, sewers, and schools, are designed, perhaps deliberately, to completely collapse if the number of users increases by even a small amount, so these communities fiercely oppose any efforts to densify and permit more housing. Even modest attempts at densification are treated as calls to destroy suburban neighborhoods. But because our society has made a decision, undoubtedly questionable in retrospect, to treat suburban homeownership as the central tool for wealth building in this country, we cannot hope to meet our national aspirations for equality without opening up our suburbs to more housing. And so the question re-mains—how can a form based on the principle of exclusion include everyone?


2021 ◽  
pp. 001312452110273
Author(s):  
Edward Watson

Dual language immersion programs are growing in popularity across America. This article examines the explanations middle-class parents of various racial/ethnic backgrounds give for enrolling their children in Mandarin Immersion Programs. The author addresses the following questions: Why do American parents enroll their children in Mandarin Immersion Programs? How do parents from different racial groups frame the benefits of immersion? The analysis relies on a mixed-method approach using survey data ( N = 500) to highlight motivations of parents without an ethnic background related to the language, supplemented with 15 semi-structured interviews with Black and White parents of children enrolled in schools with Mandarin Immersion Programs. The study finds that parents frame the benefits of an educational investment differently by race. White parents take a pragmatic stance of greater future returns while Black parents hope immersion will help construct a stronger self-identity. These findings show the influence a burgeoning global society has on parental educational choices.


2021 ◽  
Vol 49 (2) ◽  
pp. 222-230
Author(s):  
Ronit Elk ◽  
Shena Gazaway

AbstractCultural values influence how people understand illness and dying, and impact their responses to diagnosis and treatment, yet end-of-life care is rooted in white, middle class values. Faith, hope, and belief in God’s healing power are central to most African Americans, yet life-preserving care is considered “aggressive” by the healthcare system, and families are pressured to cease it.


2012 ◽  
Vol 22 (1) ◽  
pp. 79-115 ◽  
Author(s):  
Martin Scanlan

This study creates life history portraits of two White middle-class native-English-speaking principals demonstrating commitments to social justice in their work in public elementary schools serving disproportionately high populations of students who are marginalized by poverty, race, and linguistic heritage. Through self-reported life histories of these principals, I create portraits that illustrate how these practitioners draw motivation, commitment, and sustenance in varied, complicated, and at times contradictory ways.


2017 ◽  
Vol 119 (8) ◽  
pp. 1-53
Author(s):  
Allison Roda

Background/Context This work contributes to the growing body of scholarly and popular literature on middle-class parental anxiety and competition to ensure their children's academic success. Specifically, this study provides a better understanding of the measures parents will take to obtain high status gifted and talented (G&T) placements that advantage their own children at the expense of others, which is somewhat contradictory given the growing uneasiness they feel about putting their children through the testing process—and paying for test prep—that the system ultimately rewards. By analyzing the different ways in which White parents and parents of color conceive of good parenting in the era of high-stakes testing, I demonstrate the processes in our current educational system that help to produce inequities related to race, class, and G&T identification. Purpose/Objective This paper examines White parents’ beliefs about parenting as it relates to their school choice preferences in the segregated and stratified New York City school system. It also compares the parenting styles and school choices of lower income general education (Gen Ed) parents of color. It explores how parents’ social constructions of where their children belong in school are tied to their beliefs about parenting and doing what is best for their children in a highly competitive society and city. Research Design A qualitative case study was utilized to examine how a diverse group of 52 New York City parents make sense of and interact with an elementary school that offers both a segregated G&T and a Gen Ed program. The semistructured parent interview data was triangulated with school observations, a professional school-choice consultant interview, and an observation of a public school choice workshop for incoming kindergarten parents led by the consultant. Findings/Results The data show that White parents believe that paying for test prep, going through the “hassle of getting your child tested for G&T,” and receiving a high test score are symbolic of being a good parent in the system. In comparison, parents of color had different conceptions of good parenting that did not include prepping for the G&T test or getting into the G&T program, where their children would be in the minority. White parents had social networks of like-minded parents pressuring them to get into the G&T program. Black and Latino parents did not have the same G&T pressure from friends or family, nor did they view a G&T placement as giving their children extra advantages in terms of test scores or future schooling opportunities. Conclusions/Recommendations The findings suggest that the pressure for children to succeed on a single test feeds into parental anxiety and competition regarding getting their children into the high-status G&T program. Instead of trying to avoid an overly anxious parenting culture, the White advantaged parents in this setting get swept up in the test-prepping fad because everyone else is doing it and because of the competitive nature of obtaining a G&T seat. If policy officials want to attack the root of the G&T segregation problem, the city should consider phasing out district G&T programs altogether and instituting school-wide G&T magnets instead.


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