Abstract
Meredith v. Jefferson County/Parents Involved v. Seattle ruled that K-12 public-school districts could no longer use the race of an individual student for placement in schools, which resulted in districts adopting new “race-neutral” assignment plans. This qualitative research study on school assignment and school choice analyzes the narratives of parents in Louisville, Kentucky during the advent of a new school assignment plan based on balancing schools with a “race-neutral” and class-sensitive assignment strategy. Specifically, the study focuses on how middle-class parents resist and/or replicate their social position in navigating race, class, and geography in choosing schools for their children. By focusing on middle-class parents, this study explores how privileged decision-making can undo education policy aims.
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