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Reform With Reinvestment

Values and Tensions in Gentrifying Urban Schools

Bibliographic Data

ID9730199
AuthorsGenevieve Siegel-Hawley (Virginia Commonwealth University, Richmond, VA, USA), Genevieve Siegel‐hawley (0000-0003-0700-594X, Virginia Commonwealth University, corresponding author), Stefani Thachik (Virginia Commonwealth University, Richmond, VA, USA), Kimberly Bridges (Harvard University, Cambridge, MA, USA)
Year2017
Volume49
Issue4
Pages403-433
Publication date2017-05-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueEducation and Urban Society (JOURNAL)
Journal identifiersISSN: 0013-1245 • E-ISSN: 1552-3535
PublisherSAGE Publications (PUBLISHER • US)
DOI10.1177/0013124516643763
OpenAlexW2344832123
LanguageEN
Citations received18
References cited27

As cities across the country experience an influx of White and middle- to upper-class residents, new opportunities for the integration of urban schools emerge. Yet crucial challenges persist even when equity and inclusion are a focus for new stakeholders. This article explores the story of a largely White group of parents committed to investing in and reforming their gentrifying neighborhood’s elementary school. Given the numerous tensions that ensued, fostering leadership, equity, and intercultural awareness remains vital to ensuring that the new urban diversity also produces just and inclusive schools

Diversity (politics · Economic growth · Equity (law · Focus group · Gentrification · Inclusion (mineral · Middle class · Political science · Public relations · Sociology · White (mutation · Diverse Education Studies and Reforms · Gender Studies · Parental Involvement in Education · Public Administration · School Choice and Performance

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Unique citing works18
Citations per year2,25
Citation span2018 - 2026 (9)
Citation velocitycurrent
Highly citedNo
Citation typesNeutral: 18

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