Immigrant Parents' Agency in Navigating the New York City School Choice Process

• In Event: The Geography of Educational Leadership and Policy

Abstract

The paper employs a case study approach in order to examine the experiences of first-generation immigrant parents navigating 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 University

• Stephen Kotok, St. John's University

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

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