Mothers' perceptions of educational access and engagement in a context of urban austerity

• Published in: Children and youth services review 2018-05, Vol.88, p.298-307
• Main Authors: Krings, Amy, Thomas, Hillary, Lee, Shawna J., Ali, Aayat, Miller, LaDonna
• Format: Article
• Language: English
• Subjects: Access to education; Austerity policy; Children; Classrooms; Detroit, Michigan; Economic stress; Education policy; Education reform; Educational attainment; Educational justice; Educational services; Emergency management; Financial services; Focus group methodology; Justice; Mothers; Parent participation; Parent-child relations; Parents & parenting; Perceptions; Policy making; Public policy; Reforms; Resources; Respondents; Schools; Skepticism; Social policy; Transportation
• ISSN: 0190-7409; 1873-7765
• DOI: 10.1016/j.childyouth.2018.03.017

This study sheds light upon mothers' perceptions of educational justice in a context of austerity-based educational reforms. Focus group participants (n = 64) described local schools as lacking resources, a shortcoming that contributed to overcrowded classrooms, inadequate transportation, and safety concerns. They were skeptical of elected and appointed state and district officials, who were viewed as misrepresenting the degree of financial strain in the district in order to prioritize financial profit above education services for children. Additionally, respondents struggled to identify opportunities for parent involvement in educational policy making at a state, district, or school level. The shortage of resources, skepticism, and lack of opportunity culminated in what were often described as contentious relationships between parents and school officials. Our results suggest that mothers recognize that they have been disenfranchised as a result of educational reforms. They are more likely to enroll their children and participate in schools when they perceive that there are adequate resources, that children's needs are prioritized above fiscal austerity, and that their opinions are valued. •This study analyzes the perspectives of mothers who lived in the city of Detroit and who had direct experience with underperforming schools while two policies grounded in a neoliberal logic were in place.•Drawing from focus group data, the mothers were concerned that their children lack access to resources, particularly investments that promote a quality learning environment. Additionally, they were skeptical that the district budget situation was as dire as officials reported and they were unsatisfied with their ability to access decision-making venues, including those related to school and district-wide budgets. These limited resources and opportunities for meaningful local participation resulted in relationships that were often characterized as adversarial between parents and district or state officials.•These themes suggest that urban educational reforms are more likely to result in increased enrollments and strong school-community relationships if they include equitable investments, increased transparency regarding budgeting, and opportunities for collective local decision-making.