Strategic Thinkers and Positioned Choices: Parental Decision Making in Urban School Choice

Autor/inn/en	Ellison, Scott; Aloe, Ariel M.
Titel	Strategic Thinkers and Positioned Choices: Parental Decision Making in Urban School Choice
Quelle	In: Educational Policy, 33 (2019) 7, S.1135-1170 (36 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0895-9048
DOI	10.1177/0895904818755470
Schlagwörter	Parent Attitudes; Decision Making; School Choice; Urban Schools; Educational Change; Educational Improvement; Educational Policy; Equal Education; Working Class; Minority Groups; Economic Factors; Preferences; Educational Opportunities; Neoliberalism; Politics of Education; Empowerment + Suchen Sie Ihr Suchwort? Elternverhalten; Decision-making; Entscheidungsfindung; Choice of school; Schulwahl; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Bildungsreform; Teaching improvement; Unterrichtsentwicklung; Politics of education; Bildungspolitik; Arbeiterklasse; Ethnische Minderheit; Ökonomischer Faktor; Bildungsangebot; Bildungschance; Neo-liberalism; Neoliberalismus; Educational policy
Abstract	The economic logic of urban school reform holds that giving parents school choice options in an educational marketplace will lead to systemic improvements that will both resolve historical inequalities in American public schooling and will politically empower parents and urban communities. This article explores the economic logic of urban school reform policies that conceptualize parents as rational consumers of educational services and that seek normative justification for school choice as a mechanism to resolve educational inequalities and as a form of political empowerment. We do so through a qualitative research synthesis of five studies investigating the lived experiences of predominantly working-class parents of color as they navigate urban school choice. The findings from this synthesis suggest that the economic logic at work in the new politics of education obfuscates the complexity of the lived experiences of parents in urban communities. Parents hold nuanced views of urban school choice that reflect their positionality, report a limited or circumscribed form of empowerment, and express a preference for equitable learning opportunities in their locally zoned public schools. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01