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

Datos Bibliográficos

ID10855779
AutoresTerrance L Green (0000-0002-4946-8961, The University of Texas, Austin, TX, USA, autor de correspondencia), Emily Germain (0000-0002-3372-0712, Michigan State University College of Education, East Lansing, MI, USA), Andrene Castro (0000-0001-7579-5627, Virginia Commonwealth University), Andrene J Castro (Virginia Commonwealth University School of Education, Richmond, VA, USA), Chloe Latham Sikes (0000-0002-4629-1726, University of Texas, Austin, TX, USA), Joanna Sanchez (Excelencia in Education, District of Columbia, USA), Jeremy Horne (0009-0009-8140-0041, University of Texas, Austin, TX, USA)
Año2022
Volumen57
Número1
Páginas3-31
Fecha de publicación2022-01-01
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaUrban Education (JOURNAL)
Identificadores de la revistaISSN: 0042-0859 • E-ISSN: 1552-8340
EditorialSAGE Publications (PUBLISHER • US)
DOI10.1177/0042085920974090
OpenAlexW3106996772
IdiomaEN
Citas recibidas21
Referencias citadas54

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

Census · Context (archaeology) · Economic geography · Economic growth · Gentrification · Geography · Metropolitan area · Population · Race (biology) · Racial composition · Scholarship · Socioeconomic status · Sociology · Typology · Demography · Gender Studies · School Choice and Performance · Urban, Neighborhood, and Segregation Studies