Gentrifying Neighborhoods, Gentrifying Schools? An Emerging Typology of School Changes in a Gentrifying Urban School District

Autor/inn/en	Green, Terrance L.; Germain, Emily; Castro, Andrene J.; Latham Sikes, Chloe; Sanchez, Joanna; Horne, Jeremy
Titel	Gentrifying Neighborhoods, Gentrifying Schools? An Emerging Typology of School Changes in a Gentrifying Urban School District
Quelle	In: Urban Education, 57 (2022) 1, S.3-31 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Green, Terrance L.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0042-0859
DOI	10.1177/0042085920974090
Schlagwörter	Urban Renewal; Neighborhoods; Census Figures; National Surveys; School Districts; Urban Areas; Longitudinal Studies; Socioeconomic Status; Institutional Characteristics; Classification; Racial Segregation; Social Change; Educational Change; Elementary Secondary Education; Texas (Austin); American Community Survey + Suchen Sie Ihr Suchwort? Stadtsanierung; Neighbourhoods; Nachbarschaft; Volkszählung; School district; Schulbezirk; Urban area; Stadtregion; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Socio-economic status; Sozioökonomischer Status; Classification system; Klassifikation; Klassifikationssystem; Rassentrennung; Sozialer Wandel; Bildungsreform
Abstract	An increasing number of central cities across the U.S. are experiencing a growth in white middle-class population, which is associated with gentrification in historically disinvested and racially segregated urban neighborhoods. These changing neighborhood dynamics are starting to shift the context of urban schooling in some districts across the nation. While we know that racial and socioeconomic demographic shifts are associated with neighborhood and school gentrification, there is little conceptual clarity about how school gentrification unfolds over time and the varying conditions of schools in gentrified neighborhoods. To advance scholarship on the topic, researchers need an organizing framework. This study addresses this gap by drawing on existing research, 16 years of Census and American Community Survey data, and 6 years of district data in Austin, Texas. Highlighting Austin, an urban city with growing neighborhood gentrification, we put forth a typology to explain the experiences of schools in the district. We conclude with implications for future research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01