The Effects of Gentrification on Neighborhood Public Schools

Keels, Micere; Burdick–Will, Julia; Keene, Sara

doi:10.1111/cico.12027

Cited by 57 publications

(72 citation statements)

References 38 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Although some might believe that neighborhood change leads to school change, our results suggest that racial composition and socioeconomic conditions within a neighborhood may not trickle down to local school settings, corroborating prior work on the relationship between gentrification and schooling (Keels et al. ). Although we cannot adjudicate between the competing costs and benefits of school integration and neighborhood integration in the present paper, our results clearly show that there is a disconnect between residential and school decisions among white residents in highly diverse and economically unequal urban school zones.…”

Section: Discussionsupporting

confidence: 87%

The Racial Composition of Neighborhoods and Local Schools: The Role of Diversity, Inequality, and School Choice

Bischoff

Tach

2018

City & Community

View full text Add to dashboard Cite

In an education system that draws students from residentially based attendance zones, schools are local institutions that reflect the racial composition of their surrounding communities. However, with opportunities to opt out of the zoned public school system, the social and economic contexts of neighborhoods may affect the demographic link between neighborhoods and their public neighborhood schools. Using spatial data on school attendance zones, we estimate the associations between the racial composition of elementary schools and their local neighborhoods, and we investigate how neighborhood factors shape the loose or tight demographic coupling of these parallel social contexts. The results show that greater social distance among residents within neighborhoods, as well as the availability of educational exit options, results in neighborhood public schools that are less reflective of their surrounding communities. In addition, we show that suburban schools are more demographically similar to their neighborhood attendance zones than are urban schools.The United States has experienced substantial growth in racial and ethnic diversity (Colby and Ortman 2015), income inequality (Piketty and Saez 2014), and residential income segregation (Reardon and Bischoff 2011) over the past half century. These trends are especially pronounced among children, for whom the population is already majorityminority (Lichter 2013) and for whom levels of residential segregation by income are particularly high (Owens 2016). The consequences of growing diversity and inequality depend critically on how they are filtered through institutions that confer resources and structure intergroup contact. Schools are among the most important of such institutions for children, structuring how community-level diversity and inequality translate into educational settings that serve as sites of socialization and human capital accumulation. In an education system that draws students from residentially based attendance zones, schools are local institutions that reflect the composition of their surrounding communities. As a result, neighborhood public schools typically reinforce the advantages and disadvantages present within their communities.Although the compositional link between neighborhoods and local schools is often thought to be predetermined, there may be a great deal of variation across local commu- * Correspondence should be addressed to Kendra Bischoff, 338

show abstract

Section: Discussionsupporting

confidence: 87%

The Racial Composition of Neighborhoods and Local Schools: The Role of Diversity, Inequality, and School Choice

Bischoff

Tach

2018

City & Community

View full text Add to dashboard Cite

show abstract

“…School choice options, especially charter schools, might be particularly appealing to parents moving to historically disadvantaged, racially diverse urban neighbourhoods, such as gentrifying neighbourhoods (Keels et al, 2013;Makris, 2015). To the extent that white and higher-SES families choose non-neighbourhood schooling alternatives to avoid high-minority or lowincome student populations, we would observe persistent segregation in traditional public schools even if the neighbourhoods they serve become more racially and socioeconomically diverse.…”

Section: School Choice Expansion and School Preferencesmentioning

confidence: 99%

Neighbourhood change and the neighbourhood-school gap

Candipan

2019

Urban Studies

View full text Add to dashboard Cite

Few studies examine how school and neighbourhood composition in the US correspond over time, particularly in a context of neighbourhood change. As neighbourhoods diversify along racial and economic lines, do public schools also diversify or grow increasingly dissimilar from their surrounding areas? Drawing on novel data linking neighbourhoods and schools in the US in 2000 and 2010, I document: how racial composition corresponds over time between traditional public schools and the neighbourhoods they serve; how the compositional gap changes when greater school choice is available; and how the compositional gap varies between neighbourhoods experiencing various trajectories of socioeconomic change. I find an increasing mismatch in the white composition of public schools and their surrounding neighbourhoods, specifically that schools enrol fewer white students than the composition of the neighbourhood. The compositional mismatch grows the most in neighbourhoods experiencing socioeconomic ascent, particularly as the number of nearby non-neighbourhood schools increases.

show abstract

“…Some authors provide a "trickle down" theory arguing that thanks to social mixing benefits, of gentrification, are shared by lower and working classes (Alt- shuler 1969, Lowry 1960, and Smith 1971after Lees 2008:2449. To the expected benefits of gentrification belong: improvement of public services such as street repairs, sanitation, policing, and firefighting (Freeman 2006 after Keels, Budrick-Will, andKeene 2013). Children in gentrified areas are expected to profit from the improvement of neighborhood educational norms, increased safety, and better childcare or after-school opportunities (Keels, BudrickWill, and Keene 2013:241).…”

Section: Theories Of Gentrification Offer Various and Oftentimes Contmentioning

confidence: 99%

Gentrification, revitalization and children raising. Family gentrifiers in a post-socialist city

Bunio-Mroczek

2017

PSJ

View full text Add to dashboard Cite

The aim of the article is to provide a case study of a post-industrial, post-socialist city analyzing gentrification processes in their initial phase within the context of a large municipality-led revitalization program with focus on experiences of family gentrifiers. Inspired by Robert A. Beauregard’s framework (1986), the analysis concentrates on ‘the potentially gentrifiable neighborhoods’, ‘the potentially gentrified’, ‘the facilitators and active agents of gentrification’, and ‘the potential gentry themselves’. The empirical part of the text is based on qualitative study, that is, selected interviews collected within a research project on gentrifiers in the process of social revitalization, conducted in the city of Lodz (central Poland).

show abstract

The Effects of Gentrification on Neighborhood Public Schools

Cited by 57 publications

References 38 publications

The Racial Composition of Neighborhoods and Local Schools: The Role of Diversity, Inequality, and School Choice

The Racial Composition of Neighborhoods and Local Schools: The Role of Diversity, Inequality, and School Choice

Neighbourhood change and the neighbourhood-school gap

Gentrification, revitalization and children raising. Family gentrifiers in a post-socialist city

Contact Info

Product

Resources

About