Middle Class African American Parents' Aspirations for Rigor and Reading Curriculum During the Pandemic Era in Detroit Schools.

This study examines the perspectives of middle-class African American parents in Detroit who participated in a social network to guide school choice decisions during the COVID-19 pandemic's shift to virtual schooling. It highlights parents' aspirations for academic rigor and culturally responsive literacy practices that affirm their children's racial identities across public, charter, and private schools, as well as district officials' efforts to support enrollment and attract families. Findings reveal parents' confidence in school selections prior to enrollment but uncertainty about virtual literacy instruction during remote learning, alongside the importance of Black parent protectionism—parental involvement aimed at safeguarding children from racial harm. The research underscores the role of social networks in navigating school choice within a racially charged urban educational landscape and the need for responsive district engagement to meet families' nuanced expectations.