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Racialized Perceptions of Anticipated School Belonging.

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Educational Policy (Los Altos, Calif.)
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Families prioritize school fit and safety. However, racial composition influences perceptions of belonging, with parents preferring schools reflecting their own racial group, potentially driving segregation in school choice programs.

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experimental designrace/racismschool choiceschool climatesocial construction of school quality

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Area of Science:

  • Sociology of Education
  • Urban Education Studies
  • Racial Justice in Schools

Background:

  • School choice programs aim to provide diverse options, but their impact on racial integration is debated.
  • Family priorities in school selection typically include safety and academic fit.
  • The role of racial composition in families' anticipated sense of belonging within schools remains under-examined.

Purpose of the Study:

  • To investigate whether school racial composition influences families' perceptions of anticipated school belonging.
  • To explore the relationship between racial judgments of school quality and segregation in school choice contexts.
  • To understand how families' racial identity shapes their school selection criteria.

Main Methods:

  • A survey experiment was conducted with parents and students actively participating in New York City's school choice system.
  • Respondents were presented with hypothetical schools of similar quality but varying racial compositions.
  • Perceptions of anticipated belonging and welcome were measured in relation to the racial makeup of the schools.

Main Results:

  • Families expressed racialized judgments regarding anticipated belonging in schools.
  • Respondents anticipated feeling most welcome in schools with a higher proportion of their own racial group.
  • Conversely, families anticipated feeling least welcome in schools with a lower proportion of their racial ingroup.

Conclusions:

  • Racial composition significantly impacts families' perceptions of belonging in schools, even when other factors are controlled.
  • Race-based assessments of school quality and belonging may be a critical driver of school segregation within choice programs.
  • Findings highlight the need to address racial dynamics in school choice policies to promote equitable integration.