Keeping Up with the (Zh)oneses: Language Immersion and School Choice. Issue 4 (May 2022)

• Record Type: Journal Article
• Authors: Watson, Edward
• Is Part Of: Education and urban society. Volume 54:Issue 4(2022)
• Page Start: 445
• Page End: 469
• Publication Date: 2022-05
• Subjects: school choice -- bilingualism -- language immersion -- race -- child investment; Education, Urban -- Periodicals; 370.11505
• DOI: 10.1177/00131245211027364
• Languages: English
• ISSNs: 0013-1245

Abstract

Dual language immersion programs are growing in popularity across America. This article examines the explanations middle-class parents of various racial/ethnic backgrounds give for enrolling their children in Mandarin Immersion Programs. The author addresses the following questions: Why do American parents enroll their children in Mandarin Immersion Programs? How do parents from different racial groups frame the benefits of immersion? The analysis relies on a mixed-method approach using survey data ( N = 500) to highlight motivations of parents without an ethnic background related to the language, supplemented with 15 semi-structured interviews with Black and White parents of children enrolled in schools with Mandarin Immersion Programs. The study finds that parents frame the benefits of an educational investment differently by race. White parents take a pragmatic stance of greater future returns while Black parents hope immersion will help construct a stronger self-identity. These findings show the influence a burgeoning global society has on parental educational choices.