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Drawing on two years of observations of school committees and interviews with parents and administrators in an urban, diverse public school implementing a diversity admissions pilot, the analysis examines conflict over discipline and anti-bullying policy. Findings emphasize the role of parents’ values and alignment with school values in shaping engagement effectiveness and in advancing progressive school policies.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/race-frames-as-an-alternative-typology-of-parental-engagement-in-a-diverse-school/590379/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/race-frames-as-an-alternative-typology-of-parental-engagement-in-a-diverse-school/590379.png","ImageObject",300,407,{"name":92,"@type":93},"Pentious","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-06","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What new typology does the article propose for parental engagement?","Question",{"text":112,"@type":113},"It proposes that parents’ “race frames,” and their alignment with the administration’s race frames, can serve as an additional typology of parental engagement.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What evidence does the article use to support its argument?",{"text":117,"@type":113},"It draws on two years of observations of school committees and interviews with parents and administrators in a diverse public school implementing a diversity admissions pilot.",{"name":119,"@type":110,"acceptedAnswer":120},"Why is the discipline and anti-bullying policy conflict central to the analysis?",{"text":121,"@type":113},"Because discipline is described as highly racialized in the American context, and the conflict arose during broader public and policy debates about race, discipline, and disciplinary disparities alongside gentrification.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},590379,1792165701,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":36,"preview_page_count":4},1374404730887,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","AERA Open  \nJanuary-December 2025, Vol. 11, No. 1, pp. 1–16 DOI: 10. 1177/23328584251368336  \nArticle reuse guidelines: [sagepub.com/journals-permissions](sagepub.com/journals-permissions)[ ](sagepub.com/journals-permissions)© The Author(s) 2025. [https://journals.sagepub.com/home/ero](https://journals.sagepub.com/home/ero)  \nRace Frames as an Alternative Typology of Parental Engagement in a  \nDiverse School  \nIdit Fast  \nBen-Gurion University of the Negev  \nThe 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.  \nThe findings underscore the importance of examining parental values and alignment with school values to understand effective parental engagement and promote progressive school policies.  \nKeywords: parents and families, policy, diversity, race, administration, case studies, qualitative research, in-depth interviewing, discipline, school diversity, school integration, parental engagement in schools, gentrification, progressive policies  \nIntroduction  \nThe literature on parental engagement in racially, ethnically, and economically diverse schools focuses on parents’class, race-ethnicity, and their intersections as drivers of parents’ engagement styles and outcomes (Delale-O’Connor et al., 2019) . Studies show White and socioeconomically privileged parents enjoy more power than others in their interactions with schools. They fit schools’ expectations for involvement and have a positive history of power relationships with schools, making it easier for them to engage with staff (Lareau, 1987; Lareau & Horvat, 1999; Lewis-McCoy, 2014) . In contrast, parents of color and low-income parents may be stigmatized and discounted by school staff and experience a lack of fit between their culture and resources and schools’ demands and expectations, and thus must work harder to shape school policies and might experience less success (Delpit, 2006; Diamond & Gomez, 2004; Rollock et al., 2014) .  \nThe literature on parental engagement in diverse schools has focused on race and class, but some studies on parental engagement in different contexts have offered additional typologies of engagement, including the type and level of parental advocacy (Auerbach, 2007; Cooper, 2009), parents’prioritization of their children’s social-emotional well-being over achievements (Debs et al., 2023; Lee, 2024), their  \napproach to concerted cultivation (Delale-O’Connor et al., 2019), their perceptions of race relations (Reynolds, 2015), and their analysis of racial inequalities in schools (Marchand et al., 2019) .  \nIn this article, I add to the understanding of the dimensions shaping parental engagement and its outcomes in diverse schools. I draw on 2 years of observations of school committees and interviews with parents and administrators in a racially, ethnically, and economically gentrifying diverse public (non-charter) school implementing a diversity pilot to increase the share of low-income students of color. I show how parents’ race frames (Warikoo & de Novais, 2015) as separate from their socioeconomic positions and identities (DiM","cbCaivSCtGe7qurY","https://ap.wps.com/l/cbCaivSCtGe7qurY","pdf",466435,16,"English","# Introduction\n# Alternative typology: race frames\n# Fieldwork setting and data\n# Discipline and anti-bullying conflict\n# Findings and implications","[{\"question\":\"What new typology does the article propose for parental engagement?\",\"answer\":\"It proposes that parents’ “race frames,” and their alignment with the administration’s race frames, can serve as an additional typology of parental engagement.\"},{\"question\":\"What evidence does the article use to support its argument?\",\"answer\":\"It draws on two years of observations of school committees and interviews with parents and administrators in a diverse public school implementing a diversity admissions pilot.\"},{\"question\":\"Why is the discipline and anti-bullying policy conflict central to the analysis?\",\"answer\":\"Because discipline is described as highly racialized in the American context, and the conflict arose during broader public and policy debates about race, discipline, and disciplinary disparities alongside gentrification.\"}]","Race Frames as an Alternative Typology of Parental Engagement in a Diverse School | PDF",1792069513]