Parental Voucher Enrollment Decisions: Choice Within Choice in New Orleans

Beabout, Brian R.; Cambre, Belinda M.

doi:10.1080/15582159.2013.837773

Cited by 6 publications

(3 citation statements)

References 20 publications

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“…A study in St. Louis, Missouri, found that parental school choice is not exercised the same or equally among families of different ethnic groups and socioeconomic status (SES; Goldring & Hausman, 1999). Studies in California, Florida, Tennessee, Louisiana, New York, Pennsylvania, and Washington, D.C., have documented similar results (Arcia, 2006; Beabout & Cambre, 2013; Buckley & Sattin-Bajaj, 2011; Frankenberg et al, 2010; Koedel et al, 2009; Neild, 2005; Roda & Wells, 2013; Saporito, 2003; Villavicencio, 2013). In addition, research has been conducted regarding how American parents choose a school.…”

Section: Literature Reviewmentioning

confidence: 72%

“…Studies suggest that parental school choice is not exercised by all parents equally. Over three decades of studies, conducted in the United States and throughout the world, suggest that parental school choice is primarily exercised by middle-class, ethnic majority, dominant language–speaking families (Beabout & Cambre, 2013; Bernal, 2005; Bosetti & Pyryt, 2007; Gabay-Egozi, 2016; Goldring & Hausman, 1999; Morgan & Blackmore, 2007; Neild, 2005; Räty, 2013; Taylor Haynes et al, 2010; Vamstad, 2014; Varjo et al, 2014; Velliaris & Willis, 2013). Historically, magnet schools have served predominately Black and Anglo populations and little research exists on Latinx (Hispanic) parent’s engagement in school choice and their patterns of participation (Taylor Haynes et al, 2010).…”

mentioning

confidence: 99%

“…The question of who is exercising school choice is pertinent to the impact of parental school choice policies on the continued or increased ethnic, economic, and language-use segregation of public schools. This study investigates the question of which parents are exercising school choice for their children in a community that serves a school-aged population that exemplifies present multilingual, ethnically and economically diverse communities in California and the future of communities throughout the United States (Beabout & Cambre, 2013; United States Census Bureau, 2017).…”

mentioning

confidence: 99%

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Hispanic, English Learner, and Low-Income Parental Magnet Middle School Choice in a Majority Hispanic California Community

Weis

2019

Education and Urban Society

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Prior research suggests that parents of Hispanics, English learners, and students living in poverty exercise school choice less frequently than other parents, which may be a factor in the resegregation of public schools. This quasi-experimental, causal–comparative design tests whether ethnicity, language dominance, or socioeconomic status of the student are related to the exercise of parental choice of magnet middle school programs in a majority, minority community. The primary finding was that in this Hispanic, English learner, low-income majority California community, none of the independent variables studied predicted the exercise of parental magnet school choice. The discussion compares these findings with prior studies and suggests some possible explanations.

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