scholarly journals Continuing Social Constraints in Education Agency: The School Choices and Experiences of Middle- Class African American Families in Albany, NY

2021 ◽  
Vol 17 (1) ◽  
pp. 150-175
Author(s):  
Paul Knudson

This paper explores the experiences of middle-class African American parents who have enrolled their children in a central-city public school district and the factors that inform and contribute to their school enrollment decisions. Data come from nineteen in-depth interviews with middle-class African American parents in Albany, New York. The paper uses the conceptual framework of empowerment and agency to explore and analyze the findings. Findings suggest that middle-class African American parents possess some measure of empowerment based on their human capital and positive childhood experiences in public schools. The latter denotes the salience of emotions in intergenerational education transmission. Parents’ empowerment, however, does not fully extend to agency. Most parents’ school choices have been structured and narrowed by racial segregation in residence and by the real and perceived racial exclusion in private school settings. Therefore, even for highly-educated, middle-income African Americans, anxieties over racial exclusion act as a strong social constraint on parents’ community and school choices.

2020 ◽  
pp. 016059762091496
Author(s):  
Paul T. Knudson ◽  
Crysta Ascolillo

The expansion of charter schools continues to be one of the most hotly debated topics in American K–12 education. Through the use of in-depth interviews, this article explores the perceptions of charter schools among middle-class African American parents in Albany, NY, who have largely chosen traditional, city public schools over city charter schools. Findings reveal that the majority of parents disliked charter schools in that they connected them with the corporate/business model of education visible in the trend toward neoliberalism. Their critiques centered on three broad categories: skepticism of their academic quality, political or philosophical objections to charter schools, and a dislike of charter schools’ policies. This article concludes with limitations of the data and suggestions for future research.


2020 ◽  
pp. 0013189X2094319
Author(s):  
James P. Huguley ◽  
Lori Delale-O’Connor ◽  
Ming-Te Wang ◽  
Alyssa K. Parr

Research on parental educational involvement has been organized into three overarching domains—home-based involvement, school-based involvement, and academic socialization. Conventional empirical work in these domains typically centers involvement strategies around White, middle-class experiences rather than examining how optimal parenting approaches vary by race and context. Even fewer studies have explored the manifestations of involvement across these categories in underresourced urban educational settings. In response, the current study draws on the voices of African American parents and their children attending urban public schools to describe the distinct approaches to home-based involvement, school-based involvement, and academic socialization that parents use to ensure a quality education for their children. Findings demonstrate how African American parents engage in racially infused and contextually tailored navigational involvement approaches as they seek to offset the effects of inhibiting educational contexts. Results add ecological nuance and new typologies to how parental involvement in education is conceptualized across the settings.


2010 ◽  
Vol 7 (6) ◽  
pp. 811-817 ◽  
Author(s):  
Anne Samuelson ◽  
Leslie Lytle ◽  
Keryn Pasch ◽  
Kian Farbakhsh ◽  
Stacey Moe ◽  
...  

Background:This article describes policies, practices, and facilities that form the physical activity climate in Minneapolis/St. Paul, Minnesota metro area middle and high schools and examines how the physical activity climate varies by school characteristics, including public/private, school location and grade level.Methods:Surveys examining school physical activity practices, policies and environment were administered to principals and physical education department heads from 115 middle and high schools participating in the Transdisciplinary Research on Energetics and Cancer-Identifying Determinants of Eating and Activity (TREC-IDEA) study.Results:While some supportive practices were highly prevalent in the schools studied (such as prohibiting substitution of other classes for physical education); other practices were less common (such as providing opportunity for intramural (noncompetitive) sports). Public schools vs. private schools and schools with a larger school enrollment were more likely to have a school climate supportive of physical activity.Conclusions:Although schools reported elements of positive physical activity climates, discrepancies exist by school characteristics. Of note, public schools were more than twice as likely as private schools to have supportive physical activity environments. Establishing more consistent physical activity expectations and funding at the state and national level is necessary to increase regular school physical activity.


2016 ◽  
Vol 27 (09) ◽  
pp. 691-700 ◽  
Author(s):  
Kyoko Nagao ◽  
Tammy Riegner ◽  
Jennifer Padilla ◽  
L. Ashleigh Greenwood ◽  
Jessica Loson ◽  
...  

Background: Although auditory processing disorder (APD) is a widely recognized impairment, its prevalence and demographic characteristics are not precisely known in the pediatric population. Purpose: To examine the demographic characteristics of children diagnosed with APD at a tertiary health-care facility and the prevalence of pediatric APD. Research Design: A cross-sectional study. Study Sample: A total of 243 children (149 boys and 94 girls) who were referred to the Nemours Audiology Clinics in the Delaware Valley for an APD evaluation. The mean ages were 9.8 yr for boys and 9.7 yr for girls. Out of 243 children referred for an APD evaluation, 94 children exhibited one or more auditory processing deficits in the areas of auditory closure, auditory figure ground, binaural integration, binaural separation, and temporal processing. Data Collection and Analysis: Demographic and audiological data, clinical history (parental reports on prenatal and postnatal information, birth weight and height, medical and developmental history, otologic/audiological history, education information, behavioral characteristics), and results of the APD test battery were retrospectively obtained from the electronic medical records of each participant. The prevalence of APD was estimated using the total number of students enrolled in the same school attended by each participant in the 2011 academic year as cohort. Results: The prevalence of APD was 1.94 per 1,000 children in this study. We found that prevalence of APD among the children who attended private schools was more than two times higher than the children who attended public schools. The results also revealed that the majority of children referred to the clinics were Caucasian (85.6%), whereas minority groups were underrepresented for this geographical area with only 3.7% of Hispanic or Latino children and 5.8% of Black or African American children. Conclusions: The estimated prevalence of APD in the current study was lower than the previously published estimates. The difference might be due to the diagnosis criteria of APD among studies as well as the use of school enrollment number as the referenced population to estimate prevalence in our study. We also found a significant difference in APD prevalence depending on the school types. The findings of higher prevalence rates among the children attending private schools and higher proportion of Caucasians children referred for APD evaluation suggest that more children among those in public schools and in the Hispanic and African American groups should have been referred for an APD evaluation. Hence, the current estimate is likely an underestimate of the actual APD prevalence. The low percentage of Hispanic or African American children referred to the clinic for APD evaluations may be related to the socioeconomic status and linguistic differences among the concerned families. The results of this study raise the importance of adapting the APD test battery for children with a different linguistic background as well as increasing awareness of available clinical resources to all families in our area.


2016 ◽  
Vol 16 (1) ◽  
pp. 65-79 ◽  
Author(s):  
Fabienne Doucet ◽  
Meeta Banerjee ◽  
Stephanie Parade

This qualitative study of 26 African American parents and caregivers of preschool children sought to address gaps in the current literature by exploring how the intersection of parents’ racism experiences and social class may play a role in race-related socialization during the early years. Analysis of narrative interviews revealed that egalitarianism surfaced as the most common content of racial socialization (ethnic-racial socialization) messages. We also found that preparation for bias emerged as qualitatively different for the working- and middle-class African Americans, however, and thus, we argue that the ways in which working- and middle-class African American parents of preschoolers made sense of their experiences with racism and discrimination were different and that this shaped their preparation for bias messages differently. To provide a contrast for illustrating this argument, we detail working- and middle-class participants’ use of egalitarianism messages in relationship to their stories about racism, proposing here that parents may have been attuning to their young children’s developmental stage when deciding which messages to promote.


Urban Studies ◽  
2020 ◽  
Author(s):  
Kimberley Johnson

Black suburbanization and black suburbs were not the focus of social science research until the 1960s. The rise of the civil rights movement, the emergence of a growing black middle class, and the enactment of the 1968 Fair Housing Act allowed for much greater movement of blacks into largely segregated white suburbs. Research on black suburbs and black suburbanization has largely traced rates of growth as well as patterns of settlement. In many metropolitan areas, black suburbanization has extended the segregated residential patterns of the core cities. Other research has focused on the creation of political and social identities of the mostly middle-class blacks who initially moved into the suburbs. Research since 2000 has focused on older, inner-ring suburbs where many working-class and poor African Americans have settled. This bibliography highlights works that explore the distinctiveness of black suburbs. Early histories of black suburbs are included, as well as more recent work that places their emergence as part of recent trends in urban and suburban history. Differentiating these suburbs from each other and from other suburbs has played a large role in how scholars understand black suburbanization, as varying across space, place, and time. Since 2000 the role of race, ethnicity, and immigration has also shaped black suburbs by reshaping political coalitions and social understandings. America’s growing economic inequality has been reflected in the transformation of urban-centric social welfare services to the new political, economic, and physical landscape of American suburbs. Recent research suggests that black suburbs are distinctive, and that policy choices and governance varies along with this distinctiveness. As such, this bibliography centers black suburbanization and black suburbs as its core topic. This means that this review will not cover the key works that have established the centrality of race in shaping white suburbanization, such as Kenneth Jackson’s Crabgrass Frontier: The Suburbanization of the United States (New York: Oxford University Press, 1985), Lizabeth Cohen’s Consumer Republic: The Politics of Mass Consumption in Postwar America (New York: Vintage Books, 2003), and David M. P. Freund’s Colored Property: State Policy and White Racial Politics in Suburban America (Chicago, University of Chicago Press, 2007). While these works are important, black suburbs and suburbanization largely remain secondary to their core focus. This also means that changes in central city black neighborhoods, as well black urban politics, will also not be a focus of the bibliography.


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