Middle-Class African American Parents' Aspirations for Rigor and Reading Curriculum During the Pandemic Era in Detroit Schools

• In Event: Research Pedagogy for Social Justice

Abstract

This study examined the perspectives of social network participants in Detroit, whose school choice decisions occurred during pandemic era virtual schooling. Their residency and school choices emerged against the grain of urban schools that have racially charged histories and decades of residential mobility trends. Examined are 1) parents’ aspirations for academic rigor and 2) perspectives of the reading instruction at select schools. Additionally examined are public school official perspectives of supporting the enrollment process. Parent interviews and surveys revealed confidence in public and charter school selections, but uncertainty with the virtual reading curriculum. School district personnel interviews revealed awareness of parents’ concerns surrounding school choice and need to be proactive to the needs of middle-class families.

Author

• Kirsten D. Hill, University of Michigan - Dearborn