How Immigrant Parents Navigate the New York City School Choice Process

• In Event: Marriott Roundtable Session 13
  In Roundtable Session: Immigration, Language, and Schools: Educational Policy in Communities

Abstract

The paper, employing a case study approach, examines the experiences of first-generation immigrant parents as they navigate the kindergarten school choice process in New York City. Arguing that policy discussions often ignore intersectional factors such as race, class, culture, ethnicity, language, and immigration status, the authors situate the study within a critical framework. Findings indicate parents actively participate in the kindergarten school choice process; they rely on complex social networks for information; and, they base decisions on practical considerations like location and personal values such as inclusivity. The paper argues, to improve equitable participation in the choice process and access to quality schools, policies and practices must acknowledge and embrace the cultural strengths and lived experiences of immigrant families.

Authors

• Elizabeth Gil, Fordham Graduate School of Education

• Randall F. Clemens, St. John's University

• Stephen Kotok, St. John's University

• Catherine C. DiMartino, St. John's University