The Racialized Dimension of School Choice for Middle-Class Families in Detroit

• In Event: Intersections of Race and Class in Urban School Choice

Abstract

Black and White middle-class families in the United States often have similarly advantageous economic resources and engage in similarly strategic social practices (e.g., Horvat et al., 2003; Lareau, 2002). Yet, the racialized nature of schools often means that these advantages and practices do not translate into the same engagement with or opportunities in schools for Black and White middle-class children and their parents (Diamond & Lewis, 2015; Lareau & Horvat, 1999; Pattillo, 2005; Stewart et al., 2021). These insights are relevant for understanding the racialized nature of middle-class families’ engagement in school-choosing. Much of the existing literature on middle-class choosers in urban education focuses on White families. For example, these families have racialized perceptions of school quality, often viewing diversity as a commodified good but still seeking a “critical mass” of other mainly White and middle-class families (Evans, 2021; Posey-Maddox, 2015; Posey-Maddox et al., 2016). A smaller set of studies highlight the concerns and constraints of Black middle-class families, such as perceiving a trade-off between choosing schools with high-quality academics or shielding their children from the risk of racist experiences (Lareau et al., 2021; Posey-Maddox et al., 2021).

Our study draws on interviews with 21 Black and White middle-class parents in Detroit to provide evidence of the racialized nature of middle-class families’ engagement in school choice. We examine: (1) the factors that inform White, Black, and multiracial middle-class families’ schooling choices, and (2) the ways in which race and class shape families’ school choice processes in a gentrifying context. Our study extends the literature by offering a comparative analysis of Black and White parents in the same context and by showing how the racial identities of both parents and children influence school choices. We analyzed data iteratively through reflective conversations with team members and formal coding strategies.

Preliminary findings indicate distinct racialized concerns for Black and White parents of Black children. In particular, parents of Black children desired a sense of belonging in their schools highlighting the importance of Black teachers and leaders. On the other hand, some parents of White-identifying children had concerns about their child being the only one in a school, although they recognized the low level of racial diversity in Detroit public schools. Relatedly, White parents exhibited a sense of collective decision-making, “concerned parents getting together,” even as they navigated future schooling options for their children, while Black parents' choices were more individualized.
Second, findings suggest that there are commonalities in the choice processes of middle-class families, despite parents’ race. Networks played a critical role in the limited options families considered. Middle-class families also described the importance of schools’ climate and culture, assessing “vibes” and how schools made them feel when they visited. This paper provides evidence of both the commonalities and distinct racialized tensions in school choice processes of middle-class families.

Authors

• Danica Brown, Tulane University

• Jeremy L. Singer, Wayne State University

• Alisha Butler, Wesleyan University

• Michelle D. Taylor, Wayne State University