STUDENTS WHO CHOOSE AND THE SCHOOLS THEY LEAVE: Examining Participation in Intradistrict Transfers

Data from one urban school district is analyzed to examine equity‐based arguments about school choice as they pertain to intradistrict transfer policies. We specifically examine which factors influence the propensity for parents to participate in choice, and how choice schools differ from the schools that students are zoned to attend. We find that advantaged and disadvantaged parents make similar choices in that they are both likely to choose more affluent schools with better academic records than the schools they are zoned to attend. However, these choices operate in different spheres, as advantaged parents choose the most affluent schools with the best academic records, and disadvantaged parents choose away from the least affluent schools with the worst academic records to schools that are slightly better.     

School choice's idealized premises and unfulfilled promises: How school markets simulate options,encourage decoupling and deception,and deepen disadvantages

In school choice systems, families choose among publicly funded schools, and schools compete for students and resources. Using neoinstitutionalist and relational inequality theories, our article reinterprets recent critical sociological and education research to show how such markets involve actors' enacting myths; these beliefs and their associated practices normalized white, privileged consumption as a basis for revamping public education as market exchanges between schools and families. Proponents argue that choice empowers individuals, focuses organizations on improving quality, and benefits society more broadly by reducing inequality and segregation. We argue that such school choice myths' excessive emphases on individual decision‐making and provider performance obscure the actual impacts of school choice systems upon people, organizations, and society. First, rather than enlarging alternatives that families can easily research, select, and (if needed) exit, school choice systems often simulate options, especially for disadvantaged populations. Second, rather than focusing schools' efforts on performance, innovation, and accountability, they can encourage organizational decoupling, homogeneity, and deception. Third, rather than reducing societal harms, they can deepen inequalities and alienation. Future research should examine both how markets are animated by bounded relationality—routines that enable them to form, maintain, and complete exchanges with organizations—and how activism can challenge marketization.     

Parental choice and the rural primary school: Lifestyle,locality and loyalty

This paper discusses the geography of parental choice in a rural locale and shows how a group of parents negotiated their way through the process of primary school choice. Using ethnographic data collected through interviews and observations with parents and staff from three rural primary schools in England, the research utilises Bourdieu's concepts of capital, habitus and field to show how the resources and values the parents held affected the school choices they made. The paper demonstrates that the longer-term resident local parents were influenced not only by their cultural capital but also by familial ties and an emotional commitment to the rural locale and these parents were therefore more inclined to support their local school. In contrast, the more recent newcomer parents used their cultural capital and spatial power to shop around to find what they believed to be the ‘right’ school. The paper argues that the newcomer parents had less allegiance to place and hence to the symbolic position that the school holds within the rural community within which they lived.     

Cultural Barriers and Familial Resources for Negotiation of Engineering Careers Among Young Women: Relational Dialectics Theory in an Asian Perspective

The study takes a critical approach to understanding how girls/women discursively navigate engineering career discourses with their families by using the lens of relational dialectics theory 2.0. In particular, the study examines 28 interviews of Asian women engineers to explore the ways in which cultural meanings of engineering careers influence families’ messages towards girls in choosing their future careers. Contrapuntal analysis shows that competing culturally circulating discourses intersect with familial material/discursive resources through which girls make sense of the support and barriers they experience from parents and other family members regarding their engineering careers. Findings have considerable implications for the role of culture in familial understanding of engineering careers and how families contribute towards sustaining young women in engineering from an Asian perspective.     

Subject to Evaluation: How Parents Assess and Mobilize Information from Social Networks in School Choice

A rich literature examines how information spreads through social networks to influence life opportunities. However, receiving information does not guarantee its use in decision making. This article analyzes information evaluation as a fundamental component of social network mobilization. The case of school choice, where the value of information may be more uncertain, brings this evaluative dimension to the forefront. Interviews with 55 parents in Boston show how parents selecting schools assess their social network ties as information sources, privileging information from those they perceive to have affinity and authority. These evaluative criteria map onto disparate networks to engender unequal mobilization of this information. The findings illuminate mechanisms sustaining inequality in social network mobilization and reorient scholars to consider processes underlying information use alongside information diffusion to attain a more complete understanding of how network resources are mobilized in action.     

Family-Faculty Trust As Measured with the ESSP

The degree to which parents and teachers perceive they are working together in the best educational interests of children is a critical aspect of school culture. In previous work by Hoy, Tarter, and Woolfolk Hoy (2006), the phenomenon was named Faculty Trust and was measured with data from teachers. The current study builds upon Hoy et al.'s work by recommending that measures of Faculty Trust capture the important reciprocal nature of trust and cooperation between schools and families that is theoretically part of the original construct. Data collected from parents and teachers with the Elementary School Success Profile (ESSP) were used to test a broadened construct called Family-Faculty Trust. Confirmatory factor analyses (CFA) with Mplus indicated that items and composites on the ESSP could be used to measure a multidimensional Family-Faculty Trust construct. Implications for how school social workers can improve this aspect of school culture when total or subscale scores are found to be low are discussed.     

“There Is No Perfect School”: The Complexity of School Decision‐Making Among Lesbian and Gay Adoptive Parents

Parents influence their children's educational experiences in part via school selection. This process is particularly complex for families with multiple minority, potentially stigmatized, statuses. This qualitative study examines middle‐class lesbian and gay (LG) adoptive parents' school decision‐making. Parents' economic resources provided the foundation for how parents weighed child/family identities (children's race, LG‐parent family structure, child's special needs) and school‐related concerns (e.g., academic rigor). For White gay male‐headed families in affluent urban communities, financial resources muted racial and sexual orientation consciousness in favor of competitive academic environments. Lesbian mothers of modest economic means prioritized racial diversity more centrally. Racial diversity overrode gay‐friendliness as a consideration in lesbian‐mother families; gay‐friendliness was prioritized over racial diversity among families in conservative communities; and special needs overrode all other child and family identity considerations. For LG adoptive parent families, school decision‐making has the potential for greater tensions amidst multiple intersecting identities and fewer economic resources.     

NET TIME NEGOTIATIONS WITHIN THE FAMILY

Drawing on data from one-on-one and focus group interviews with high school students from schools in agricultural California, this research examines how American families negotiate what we call net time. The article explores intra-familial bargaining over time spent on the internet. Analysis pays special attention to families that prioritize capital-enhancing activities such as schoolwork and college applications. In these families, access to resources is guided by implicit social contracts between parents and children, as well as between siblings. The findings illuminate how these social contracts imply particular rights and responsibilities depending on the families' level of wiredness: highly wired, partially wired, and unwired families. Comparing the experiences of students from these three groups reveals that members of each kind of family experience a different form of net time. While youths from highly wired families enjoy individualized net time, members of partially wired families divvy up household net time. The most disadvantaged youth come from unwired families in which family members must make sacrifices for youth to obtain net time outside of the household. The examination illuminates the logics that underpin the familial negotiations over each kind of net time. Ultimately, familial social contracts over net time have the power to encourage or hinder use of net time for capital-enhancing activities.     

Becoming a Transracial Family: Communicatively Negotiating Divergent Identities in Families Formed Through Transracial Adoption

Guided by intergroup and discourse dependence theorizing, the present study explored how divergent identities are communicatively negotiated in transracial adoptive families. Specifically, we examined how adoptive parents’ understandings of their child’s race and culture changed after adopting transracially and how adoptive parents navigated racial and cultural differences through talk. Results from 21 interviews revealed that adoptive parents reported an increased awareness of race and culture, such that a new appreciation for their child’s race and culture developed yet simultaneously amplified ambivalence. Results further indicated parents utilized narrating, naming, ritualizing, discussing, normalizing, and praising to communicatively negotiate racial and cultural identity differences. Findings contribute to transracial adoptive family research by illuminating how parents make sense of differing social identities within the family. Results also advance discourse-dependence theorizing by demonstrating the context-specific nature of internal boundary management strategies and by giving voice to the prevalence of border work in transracial adoptive families.     

‘A great job and a family’: work narratives and the work and family interaction

This article investigated how work narratives of dual-earner families are materially and symbolically configured in discourses of reconciliation of work and home life. Following critical studies of the work–family interaction, this research takes into consideration symbolic and social structures and tries to look into the interrelation of factors such as job resources, job satisfaction, levels of autonomy with the self-esteem and sense of ‘self’ which parents derive from their paid work. Hochschild's concept of ‘emotional culture’ is used to explore how parents' experience of work is intertwined to their occupational groups and how it is associated with different narratives of work–family interaction. This study is conducted through qualitative methods, using in-depth semi-structured interviews on a sample of 27 dual-earner families. The data collected are composed of in-depth accounts that are then examined through the method of narrative analysis. The data indicate that, for divergent occupational levels, work generates different material and symbolic resources, which account for divergent narratives of work and home. The sociological analysis of occupational levels with the associated emotional culture of work and family then provides an exploratory model for understanding the links between social class and work–family interaction.     

Time and exclusion

Drawing on interviews with parents of children with complex disabilities in several school systems in a US state, this paper examines how temporal units such as the school day and school year and practices organized around artifacts like clocks and calendars work as ‘devices of temporal distanciation’ to separate children with disabilities from other children and exclude their families from critical relations with schools. The paper focuses on two kinds of effects: the ways differentiated timetables separate children and the ways constructing school time in bounded, discrete units limits the ability of parents and children to make key elements of their lives visible to the school.     

Independence Giving or Autonomy Taking? Childhood Predictors of Decision‐Sharing Patterns Between Young Adolescents and Parents

This article reports on a study of whether young adolescents make decisions autonomously, share decisions with their parents, or have decisions made for them by parents. Using a sample of 2,632 12‐ and 13‐year‐olds from the National Longitudinal Survey of Youth 1979 Child Survey we examine how childhood behavior and competence influence decision patterns in young adolescence. Individual models are used to test whether traits predict decision patterns, and sibling fixed‐effects models allow us to estim\ate effects of child characteristics net of stable family contributions. In both individual and sibling fixed‐effects models, children with higher verbal ability share more decision making with parents. Children with greater mathematical aptitude and children who are impulsive are more likely to make decisions without consulting parents. The impulsivity effect is stronger in families with fewer resources. These results suggest that children directly and indirectly influence household decision‐sharing patterns.     

“We Don't Know How to Do This”: Rural Parents' Perspectives on and Roles in Enrollment at a Private,Selective Liberal Arts College

Rural youth trail their non-rural counterparts in college enrollment and attainment, especially for degrees from selective schools; these gaps further spatial inequality in the United States. Much research has focused on rural parents as impediments to rural college-going: many rural parents did not attend college, and their educational aspirations for their children are lower than those of urban parents. However, every year, thousands of rural students do head to college, even to selective schools, and little is known about their parents' influence on their enrollment. This qualitative study focuses on rural parents without a bachelors degree, investigating the roles they play in their children's aspirations and enrollment at a private, selective liberal arts college and examining their perspectives on this type of school. The results suggest that parents are an important source of social capital, supporting aspirations and enrollment. They also show that these parents see a liberal arts education as a path to a remunerative and rewarding career, and, in supporting their children's college choice, they value factors—financial aid, proximity, and a welcoming school culture—that mitigate the social, cultural, and moral boundaries separating home from college.     

Parent/Guardian Visualization of Career and Academic Future of Seventh Graders Enrolled in Low‐Achieving Schools

These findings are from the first phase of a 5‐year longitudinal interpretive study that seeks an understanding of how students enrolled in academically low‐achieving schools located in economically disadvantaged areas socially construct their academic and career aspirations. This article describes the general perceptions that parents/guardians of 7th graders hold regarding the future of the students. The research revealed that although family support was evident, many students seemed to develop their ideas about their future in a nondirective environment in which parents/guardians frequently evoked a sense of regret about their own earlier decision making. Implications for practitioners and researchers are provided.     

Family Migration: The Role of Children and Education in Family Decision‐Making Strategies of Polish Migrants in London

Poland’s accession to the European Union in May 2004 brought many new possibilities and opportunities for Polish migrants to the United Kingdom. However, the focus on individual migrants has underestimated the complex roles of families in migration strategies and decision making. This paper brings together data from two studies of Polish migrants in London. In 2006–2007, we carried out a qualitative study, Recent Polish Migrants in London. That research examined how families may be reconfigured in different ways through migration, for example, transnational networks and splits within families. While the study participants represented varied examples of family reunification, they also revealed the complex decision making processes about leaving, staying, rejoining and returning. In our most recent study, Polish Children in London Primary Schools, we interviewed parents, who had migrated with children, about their experiences and expectations of London schools. This study revealed that the age of children was usually a factor in family migration decision making. There was a common expectation that younger children could easily adapt to a new school and learn English quickly. Drawing on the findings of these two studies, this paper will explore firstly, the variety of family migration strategies and secondly, the factors that inform migrants’ decisions to bring their families (especially children) or to leave them back home. Finally, the paper concludes by considering some of the policy implications of our findings.     

School choice from a household resource perspective: Preliminary findings from a north of England case study

This paper seeks to widen the conceptual lens of school choice debate and analysis to account for multiple, intersecting economies, cultures, and infrastructures of daily life. Preliminary findings are presented in the case of primary school enrolment in the north of England city of Newcastle upon Tyne. The national context is one in which public service delivery has been influenced by the language of ‘choice’, notably a parent's ‘right to choose’ a school other than that nearest to their child's home, and ‘responsibility’ to exercise choice as self-determined consumer-citizens. At the metropolitan level this translates as market-led competitive enrolment and a tendency for more children to travel longer distances to school and for there to be greater variation in journey length, as some parents are able to use superior transport and personnel as leverage in their quest for a better choice of state school. Findings are presented from a multi-method pilot study combining daily diary, resource audit, and biographic analysis for a sample of 18 families drawn from two case study schools. One school (Town) attracts pupils from an area of low-income population, to which most children journey on foot; the other school (Woodland) attracts pupils from further away, situated within a largely middle-class area, to which most children are driven in their parent's car. The findings show how the market model assumes and rewards a particular mode of choice-making which fails to recognise that some parents seek less instrumentally for their child to be happy. Discussion combines theory, empirical findings, and critical analysis to expose the subtle inequities of school choice in relation to neo-liberal thinking.     

Doing Family Without Having Kids

Families that do not include children are largely overlooked by family scholars and in popular discourse. Yet this is one of several family forms that has grown in developed nations since the 1970s. As increasingly fewer adults choose to become parents, understanding the families they create, and the consequences of these family forms, will become even more important. Studies of childless adults reveal that they create bonds to fulfill many of the same functions that families with children fulfill. Research on how, and the extent to which, the childless “do” family without kids is reviewed and suggestions for future research are made.     

LIVED HYBRIDITY: SECOND-GENERATION IDENTITY CONSTRUCTION THROUGH COLLEGE FESTIVAL

Recent research suggests that the children of recent immigrants, the so-called second generation, no longer choose to emphasize one identity over the other but that their identities are more fluid and multifaceted. College campuses are often the arenas in which a new hybrid identity develops. This article addresses how South Asian American college students make sense of and control their various identities through the celebration of Diwali, an event sponsored each year by the Indian Students Association (ISA) on a college campus in the Dallas-Fort Worth metropolitan area. South Asian students use performative space to help them make sense of their backgrounds in ways that both differentiate them from and allow for association with the majority student population. They also use this space as a safe place for “coming out,” that is, for communicating their hybrid identity to their parents. This hybrid identity is expressed through a discourse of “brownness” that marks something distinctive and that reflects the process by which the children of immigrants choose among a range of identities to create integrated selves. The campus Diwali festival is the expression of those selves.     

What happens during and after school: Conditions faced by working parents living in poverty and their school-aged children

Past research has not looked directly at how parental working conditions are affecting the lives of school-age children living in or near poverty. This study examines the effects that the working conditions faced by low-income parents have on the care their school-age children receive and on parental involvement in their children's education and development. In-depth, semistructured interviews were conducted with 74 families with school-age children, including 44 families living at or below 150% of the federal poverty level and 30 families living above 150% of poverty. Teachers at every public afterschool program in the city were interviewed. One out of two low-income working parents faced barriers to becoming involved in their children's education. Two out of five faced barriers to participating in school meetings, school trips, or school events. Many parents had difficulty finding any time to spend with their children, let alone time to assist them with their schoolwork. The difficulties they faced are described in detail. Implications for educational and labor policy are discussed.     

School readiness of low-income children at risk for school failure

The goal of this research project was to gain information about the readiness skills of kindergarten children in 11 inner city schools with the highest poverty rates in the Salt Lake City School District. Kindergarten teachers and principals in these schools were interviewed regarding their perceptions of the readiness skills needed for these children to be successful in their schools. A summary of the readiness skills of the kindergarten children was derived from a state mandated Pre-Kindergarten Assessment. Most principals stressed children's social and emotional development as a priority in school readiness. The majority of teachers emphasized literacy as a prerequisite for school success. Yet, the Pre-Kindergarten Assessment revealed that one fourth of the children could not identify the front of a book and two thirds of the children did not know where to start or which direction to go when reading. Half of the parents of these children reported that they rarely read to their children and that they had only visited a library once or not at all. The gap between the readiness skills educators think these children need and the skills children enter school with presents a serious problem for educators and policy makers. Multiple intervention strategies are recommended including providing education and home activities to enhance children's readiness skills, coordinating access to early childhood programs, and educating parents on available community resources.