When middle-class parents choose urban schools. Class, race, and the challenge of equity in public education.

Autor/in	Posey-Maddox, Linn
Titel	When middle-class parents choose urban schools. Class, race, and the challenge of equity in public education.
Quelle	Chicago, Ill. u.a.: Univ. of Chicago Press (2014), XI, 204 S.Verfügbarkeit
Beigaben	Tabellen; Literatur- und URL-Angaben S. [187]-197
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
ISBN	0-226-12021-X; 978-0-226-12021-8
Schlagwörter	Fallstudie; Soziale Ungleichheit; Ethnografie; Schulreform; Eltern; Schule; Schulwahl; Öffentliche Schule; Elternmitwirkung; Rasse; Stadt; Demografische Daten; Soziale Schicht; Sozioökonomische Lage; Kalifornien; USA
Abstract	In recent decades a growing number of middle-class parents have considered sending their children to - and often end up becoming active in - urban public schools. Their presence can bring long-needed material resources to such schools, but, as the author shows in this study, it can also introduce new class and race tensions, and even exacerbate inequalities. Sensitively navigating the pros and cons of middle-class transformation, the book asks whether it is possible for [US] urban public schools to have both financial security and equitable diversity. Drawing on in-depth research at an urban elementary school, the author examines parents' efforts to support the school through their outreach, marketing, and volunteerism. She shows that when middle-class parents engage in urban school communities, they can bring a host of positive benefits, including new educational opportunities and greater diversity. But their involvement can also unintentionally marginalize less-affluent parents and diminish low-income students' access to the improving schools. In response, the author argues that school reform efforts, which usually equate improvement with rising test scores and increased enrollment, need to have more equity-focused policies in place to ensure that low-income families also benefit from - and participate in - school change. (DIPF/Verlag).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2015/2