How white affluent parents individualize DEI in Spanish/English dual language immersion programs: A case study in a Central Texas district

Latinx communities in Texas have historically been punished for their language in schools; today, that same language is uplifted, yet often in ways that individualize its value rather than acknowledge the structural conditions that shaped its marginalization. Using diversity, equity, and inclusion (DEI) as an analytical frame, this case study examines how white, affluent parents in a Central Texas district perceive the role(s) of DEI within a Spanish/English two-way dual language immersion program. Drawing on thematic analysis of 17 semi-structured interviews (13 unique parents) across three “wall-to-wall” elementary schools, three themes emerged: 1) diversity creates a setting for inclusion, 2) inclusion creates opportunities to obtain perceived outcomes, and 3) equity provides resources individually rather than systematically. These perceptions demonstrate how DEI can detach equity from its structural and historical grounding while leaving whiteness intact.