Race Frames as an Alternative Typology of Parental Engagement in a Diverse School

The literature on parental engagement in diverse schools has examined the role of parents’ class, race, and ethnicity in shaping their engagement. It argues that while White and socioeconomically privileged parents often align with school expectations and wield influence, parents of color and low-income parents may struggle to shape school policies. Studies suggest that additional factors such as advocacy styles, prioritization of social-emotional well-being, and perceptions of racial inequalities can also explain parents’ engagement. Drawing on fieldwork in an urban, diverse, public (non-charter), gentrifying school implementing a diversity in admissions policy, I propose parents’ “race frames” and their alignment with the administration’s race frames as an additional typology of parental engagement. I analyze a conflict over discipline policy, a topic at the heart of education, gentrification, and race relations to illustrate the role of race frames in parents’ engagement. The findings underscore the importance of examining parental values and alignment with school values to understand effective parental engagement and promote progressive school policies.