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How parents choose where to send the...

Irvine, Angela Marie.

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How parents choose where to send their adolescent children to high school.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	How parents choose where to send their adolescent children to high school./
Author:	Irvine, Angela Marie.
Description:	221 p.
Notes:	Adviser: Nicola Beisel.
Contained By:	Dissertation Abstracts International63-04A.
Subject:	Education, Secondary. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3050539
ISBN:	0493650288

How parents choose where to send their adolescent children to high school.
Irvine, Angela Marie.

How parents choose where to send their adolescent children to high school. - 221 p.

Adviser: Nicola Beisel.

Thesis (Ph.D.)--Northwestern University, 2002.

American society is plagued by race and class stratification. School segregation reflects this stratification, as white and wealthy students tend to attend private and magnet schools while lower income and minority students tend to attend public schools. In order to explore the factors that shape school choice and, therefore, segregation, I interviewed 70 families in the fictitious Grant Park neighborhood of Chicago about their high school choice process. I find that parents' decisions are shaped by cultural beliefs about parenthood, adolescence, race, class, quality and safety. I also find that parents who face structural constraints from cost of tuition and poor access to information are less able to use cultural beliefs to choose high school and are, instead, forced to choose area high schools. In Chapter Two I focus on the ways that the social role of parent shapes school choice and the strategies that parents adopt to guide their children into high school and through adolescence. I find that parents use school choice to improve long-term academic achievement and safety while they discretely use other types of relationship-based strategies to guide their children's decisions about sexual activity, drugs, and alcohol. In Chapter Three, I describe how parents collect information about area high schools from conversations with other parents. These conversations are plagued by vague references to race, class, quality, and safety. In Chapter Four, I present a set of case studies on families whose choice is entirely driven by cultural beliefs. In Chapter Five, I present a set of case studies on families who use their cultural beliefs to navigate around structural constraints. In Chapter Six, I present a set of case studies on families who are essentially forced to choose their neighborhood public comprehensive school. In Chapter Seven, I conclude that parents can improve the long-term academic achievement and safety of their children by combining their school choice and relationship-based parenting strategies.

ISBN: 0493650288Subjects--Topical Terms:

539262
Education, Secondary.

How parents choose where to send their adolescent children to high school.
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245 1 0 $a How parents choose where to send their adolescent children to high school.
300 $a 221 p.
500 $a Adviser: Nicola Beisel.
500 $a Source: Dissertation Abstracts International, Volume: 63-04, Section: A, page: 1299.
502 $a Thesis (Ph.D.)--Northwestern University, 2002.
520 $a American society is plagued by race and class stratification. School segregation reflects this stratification, as white and wealthy students tend to attend private and magnet schools while lower income and minority students tend to attend public schools. In order to explore the factors that shape school choice and, therefore, segregation, I interviewed 70 families in the fictitious Grant Park neighborhood of Chicago about their high school choice process. I find that parents' decisions are shaped by cultural beliefs about parenthood, adolescence, race, class, quality and safety. I also find that parents who face structural constraints from cost of tuition and poor access to information are less able to use cultural beliefs to choose high school and are, instead, forced to choose area high schools. In Chapter Two I focus on the ways that the social role of parent shapes school choice and the strategies that parents adopt to guide their children into high school and through adolescence. I find that parents use school choice to improve long-term academic achievement and safety while they discretely use other types of relationship-based strategies to guide their children's decisions about sexual activity, drugs, and alcohol. In Chapter Three, I describe how parents collect information about area high schools from conversations with other parents. These conversations are plagued by vague references to race, class, quality, and safety. In Chapter Four, I present a set of case studies on families whose choice is entirely driven by cultural beliefs. In Chapter Five, I present a set of case studies on families who use their cultural beliefs to navigate around structural constraints. In Chapter Six, I present a set of case studies on families who are essentially forced to choose their neighborhood public comprehensive school. In Chapter Seven, I conclude that parents can improve the long-term academic achievement and safety of their children by combining their school choice and relationship-based parenting strategies.
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650 4 $a Education, Secondary. $3 539262
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