When middle-class parents choose urban schools : class, race, and the challenge of equity in public education
- Posey-Maddox, Linn, author.
- Chicago : The University of Chicago Press, 2014.
- Copyright notice
- Physical description
- xi, 204 pages : illustrations ; 24 cm
LC5131 .P68 2014
- Unknown LC5131 .P68 2014
- Includes bibliographical references (pages 187-197) and index.
- Middle-class parents and city school transformation
- Reconceptualizing the "urban": examining race, class, and demographic change in cities and their public schools
- Building a "critical mass": neighborhood parent group action for school change
- The (re)making of a "good" public school: parent and teacher views of a changing school community
- Professionalizing the MPTO: race, class, and shifting norms for "active" parents
- Morningside revisited
- Maintaining a "commitment to everyone": toward a vision of equitable development in urban public schooling
- Appendix A: Social class categories
- Appendix B: Methodological approach.
- Publisher's Summary
- In recent decades a growing number of middle-class parents have considered sending their children to - and often end up becoming active in - urban public schools. Their presence can bring long-needed material resources to such schools, but, as Linn Posey-Maddox shows in this study, it can also introduce new class and race tensions, and even exacerbate inequalities. Sensitively navigating the pros and cons of middle-class transformation, When Middle-Class Parents Choose Urban Schools asks whether it is possible for our urban public schools to have both financial security and equitable diversity. Drawing on in-depth research at an urban elementary school, Posey-Maddox examines parents' efforts to support the school through their outreach, marketing, and volunteerism. She shows that when middle-class parents engage in urban school communities, they can bring a host of positive benefits, including new educational opportunities and greater diversity. But their involvement can also unintentionally marginalize less affluent parents and diminish low-income students' access to the improving schools. In response, Posey-Maddox argues that school reform efforts, which usually equate improvement with rising test scores and increased enrollment, need to have more equity-focused policies in place to ensure that low-income families also benefit from - and participate in-school change.
(source: Nielsen Book Data)
- Urban schools > Social aspects > United States.
- Middle class > Education > United States.
- Public schools > United States.
- Education > Parent participation > United States.
- School management and organization > Parent participation > United States.
- Community and school > United States.
- Discrimination in education > United States.
- Segregation in education > United States.
- Publication date
- Copyright date
- Linn Posey-Maddox.