Neighborhoods Matter: The Role of Universities in the School Reform Neighborhood Development Movement

Taylor, Henry Louis; McGlynn, Linda; Luter, D. Gavin

doi:10.1080/0161956x.2013.834793

Cited by 13 publications

(4 citation statements)

References 20 publications

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“…For example, poorer urban students are more likely to have a higher exposure to trauma, a reduction of cognitive development due to exposure to lead in paint and water within their residence, poorer diets, less access to quality healthcare, as well as a host of poverty-related health issues negatively impacting their schooling experience (Karande & Kulkarni, 2005). Additionally, many urban students are not prepared to enter school due to a shortage of preschools and early childhood enrichment programs and a growing technological divide between home and school (Taylor et al, 2013). Poorer children generally start their schooling at a disadvantage in terms of early skills, behaviors, and health.…”

Section: Failing Schoolsmentioning

confidence: 99%

Conventional Wisdom and Popular (Mis)Understanding of “Failing Schools”

Benson¹

2022

JEL

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While the conception of “failing schools” has proliferated the American public’s (mis)understanding of performance of low-income urban public schools unabated since A Nation at Risk, education literature suggests “failing schools” are not what has been commonly described in conventional wisdom. Here, I begin by conceptualizing conventional wisdom before describing the popular narrative affixed to “failing schools” and briefly discussing the history of standardized assessments implemented to identify “failing schools”. And as the popular conception of “failing schools” position such schools as irredeemable education spaces as evidenced by students’ performance on standardized tests, in this article I attempt to posit a rebuttal to that conventional wisdom, namely that “failing schools” do not exist as isolated institutional sources of academic “failure” but are byproducts of longstanding economic and policy neglect of poor urban communities by policymakers, yet serve as convenient targets for the ultra-wealthy to divert popular attention away from systemic economic inequities which created illusion of “failing schools” to begin with.

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Section: Failing Schoolsmentioning

confidence: 99%

Conventional Wisdom and Popular (Mis)Understanding of “Failing Schools”

Benson¹

2022

JEL

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“…The neighborhood effects literature makes it clear that you cannot change the realities of lowincome groups without transforming the physical settlements in which they live, including the development of high-quality affordable rental units [135,136]. Toward this end, school reform must be linked to the neighborhood transformation process, and ultimately become one of its driving forces.…”

Section: Toward University Civic Engagement 30mentioning

confidence: 99%

The University, Neighborhood Revitalization, and Civic Engagement: Toward Civic Engagement 3.0

2018

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This essay analyzes and syntheses key theories and concepts on neighborhood change from the literature on anchor institutions, university engagement, gentrification, neighborhood effects, Cold War, Black liberation studies, urban political economy, and city building. To deepen understanding of the Columbia University experience, we complemented the literature analysis with an examination of the New York Times and Amsterdam newspapers from 1950 to 1970. The study argues that higher education’s approach to neighborhood revitalization during the urban renewal age, as well as in the post-1990 period, produced undesirable results and failed to spawn either social transformation or build the neighborly community espoused by Lee Benson and Ira Harkavy. The essay explains the reasons why and concludes with a section on a more robust strategy higher education can pursue in the quest to bring about desirable change in the university neighborhood.

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“…Black and Latinx Americans of any given household income also typically live in lower income neighborhoods than White and Asian Americans of that same income level (Reardon et al, 2017). Thus, Black people are among the minoritized groups that are likely to experience the brunt of the negative consequences of urban stratification, including uneven distribution of resources like quality public education, and inequity may be especially salient in urban areas (Taylor Jr. et al, 2013). Further, the life stages of urban-residing Black Americans may have implications for how they perceive and navigate these inequities.…”

Section: Introductionmentioning

confidence: 99%

Black Emerging Adults’ Critical Consciousness and Perceived Neighborhood Quality

Fike

Mattis

2023

Emerging Adulthood

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We examine the relations between critical consciousness and perceptions of neighborhood quality (PNQ) in the context of social positions among young Black adults in the U.S. ( n = 524 ; μ age = 26.4; SD = 3.29). Multigroup structural equation modeling revealed that social identities, such as age and income, were positively related to PNQ for Black women. Critical reflection and critical agency were positively related to PNQ for Black men and critical action was negatively associated with PNQ for Black women. Model fit indices suggest that gender significantly moderates these associations. These findings suggest that reflection on societal inequities, agency and motivation to address injustices, and social justice-oriented actions are related to how Black emerging adults perceive and evaluate urban areas, and in different ways for Black men and Black women. Considerations for studying spatial critical consciousness and for supporting Black emerging adults’ wellbeing in urban areas are discussed.

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Neighborhoods Matter: The Role of Universities in the School Reform Neighborhood Development Movement

Cited by 13 publications

References 20 publications

Conventional Wisdom and Popular (Mis)Understanding of “Failing Schools”

Conventional Wisdom and Popular (Mis)Understanding of “Failing Schools”

The University, Neighborhood Revitalization, and Civic Engagement: Toward Civic Engagement 3.0

Black Emerging Adults’ Critical Consciousness and Perceived Neighborhood Quality

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