In this article, the author suggests that a Foucaultian analytics of power may be used to explain not only how white, middle-class parents make school choices, but also the effects such choices have on these parents. This essay looks at an empirical moment in which a group of white, middle-class parents responded to a change that occurred in their neighborhood elementary school. The author discusses the Foucaultian approach, which offers a finer analysis of the problem of social inequalities as they take place in schools, in particular what power enables for this group of parents. (Contains 1 figure and 6 notes.)