A Moving Target: Black Middle-Class Parents School Strategies in a Segregated City and Suburb

Autor/in	Clerge, Orly
Titel	A Moving Target: Black Middle-Class Parents School Strategies in a Segregated City and Suburb
Quelle	In: Race, Ethnicity and Education, 26 (2023) 3, S.352-367 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1361-3324
DOI	10.1080/13613324.2022.2047633
Schlagwörter	African Americans; Middle Class; Racial Segregation; Urban Schools; Suburban Schools; African American Students; Blacks; Immigrants; School Choice; High School Students; Racism; Parent Attitudes; Social Mobility; Educational Quality; Public Schools; Private Schools; Economic Factors; Social Class; Cultural Influences; Socialization; New York (New York) + Suchen Sie Ihr Suchwort? Afroamerikaner; Mittelschicht; Rassentrennung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Suburban area; Outskirts; Suburb; Vorort; Vorstadt; African Americans; Student; Students; Schüler; Schülerin; Studentin; Black person; Schwarzer; Immigrant; Immigrantin; Immigranten; Choice of school; Schulwahl; High school; High schools; Oberschule; Rassismus; Elternverhalten; Soziale Mobilität; Quality of education; Bildungsqualität; Public school; Öffentliche Schule; Private school; Privatschule; Ökonomischer Faktor; Social classes; Soziale Klasse; Cultural influence; Kultureinfluss; Socialisation; Sozialisation
Abstract	Drawing from an ethnography, this paper evaluates the motivations of Black American and Black immigrant parents when selecting high schools for their millennial teenage children in a segregated city and suburbs of New York. Black middle class parents encounter racial exclusion in the areas of work and residence. However, more research is needed to understand how they negotiate segregated schools. Analysis of interviews with 60 Black middle class parents suggests that choosing schools reveals parents' strategies of intergenerational mobility for their Black children. Urban parents believed that contact with a racially diverse student body was a key indicator of school quality. Black American suburban parents who chose their local school exhibited faith in the curricular diversity of public schools, while immigrant parents believed in the superiority of a private school education. This pattern exacerbated the economic vulnerability of immigrant families who pay high tuition costs in an already high tax suburbs. These findings demonstrate how racial inequity, class precarity, culture and space shape how Black families navigate the moving target of educating their children. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01