Advantaged Families' Opportunity Hoarding in U.S. K-12 Education: A Systematic Review of the Literature
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| Title: | Advantaged Families' Opportunity Hoarding in U.S. K-12 Education: A Systematic Review of the Literature |
|---|---|
| Language: | English |
| Authors: | Linn Posey-Maddox (ORCID |
| Source: | Review of Educational Research. 2026 96(2):476-515. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 40 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Information Analyses |
| Education Level: | Elementary Secondary Education |
| Descriptors: | Literature Reviews, Elementary Secondary Education, Public Education, Advantaged, Educational Opportunities, Race, Educational Research, Family Involvement, School Choice, Social Class |
| DOI: | 10.3102/00346543241304766 |
| ISSN: | 0034-6543 1935-1046 |
| Abstract: | A growing body of educational research uses opportunity hoarding as a construct to understand advantaged families' engagement in K-12 U.S. schooling. Our systematic review of the literature reveals that advantaged parents hoard educational resources and opportunities in three key areas: (1) the creation and maintenance of white space; (2) school choice/selection; and (3) organizational routines. While much can be learned from the extant research, we detail conceptual, empirical, and methodological gaps in the literature as well as outline a future research agenda that can inform equity-oriented educational policy, practice, and scholarship. We argue that the concept of opportunity hoarding serves as a useful analytic tool for understanding how actors advantaged by race and/or class create and maintain educational inequities and can guide efforts to ameliorate it; therefore, it is important to understand how educational researchers might extend its use. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1500348 |
| Database: | ERIC |
| Abstract: | A growing body of educational research uses opportunity hoarding as a construct to understand advantaged families' engagement in K-12 U.S. schooling. Our systematic review of the literature reveals that advantaged parents hoard educational resources and opportunities in three key areas: (1) the creation and maintenance of white space; (2) school choice/selection; and (3) organizational routines. While much can be learned from the extant research, we detail conceptual, empirical, and methodological gaps in the literature as well as outline a future research agenda that can inform equity-oriented educational policy, practice, and scholarship. We argue that the concept of opportunity hoarding serves as a useful analytic tool for understanding how actors advantaged by race and/or class create and maintain educational inequities and can guide efforts to ameliorate it; therefore, it is important to understand how educational researchers might extend its use. |
|---|---|
| ISSN: | 0034-6543 1935-1046 |
| DOI: | 10.3102/00346543241304766 |
