This chapter draws from empirical research on middle-class African American families to examine the ways middle-class African American parents and students make meaning of their experiences within public schools. In light of the current mainstream contention that the United States has entered a post-racial epoch with the election of the first African American president, this work posits that post-racial rhetoric obfuscates the continued racialized experiences of Black families regardless of class status. In particular, this work examines how middle-class African American families navigate conversations about race, agency, and structure as they relate to access and opportunities in education and society as a whole.
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