Within-District Racial Segregation and the Elusiveness of White Student Return to Urban Public Schools

Billingham, Chase M.

doi:10.1177/0042085915618713

Cited by 34 publications

(27 citation statements)

References 59 publications

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“…Driven by neoliberal policies encouraging rapid redevelopment in previously neglected urban cores (Lipman, 2011; Posey-Maddox, 2014), gentrification changes the demographic composition of neighborhoods, which has potential implications for changes to school district populations. In a small number of cities, research has found gentrification is indeed related to school demographic change (Billingham, 2015).…”

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confidence: 99%

Diversity for Whom? Gentrification, Demographic Change, and the Politics of School Integration

et al. 2018

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Gentrification and the displacement of low-income residents of color from neighborhoods where they have long resided has accelerated over the last 20 years. In some cities, this process has begun to impact school demographics. Although research shows that school districts experiencing gentrification are responding in ways that fuel segregation and inequality, in some contexts gentrification is viewed by administrators as an opportunity to seek racial and economic integration. In our exploratory comparative case study, we examined districts in gentrifying cities pursuing integration in the face of rapid gentrification. Our critical policy analysis illustrates how district leaders’ diversity efforts can be overshadowed by their desire to appease and attract gentrifying families. Although districts are maintaining or increasing diversity in gentrifying contexts, our study raises broader equity questions that call for further inquiry of within-district equity and the displacement of students.

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confidence: 99%

Diversity for Whom? Gentrification, Demographic Change, and the Politics of School Integration

et al. 2018

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“…Research suggests fragmentation increases macro-level (inter-district) segregation, while actually decreasing micro-level (intra-district and neighborhood-level) segregation, most segregates Blacks from Whites (although Latinos and Asians are increasingly at risk of segregation), and affects access to public goods and services (Bischoff, 2008). In addition, while some research has shown declining rates of segregation within urban districts, in part due to gentrification and the return of Whites to urban schools, others have found this to be limited in most cities (Billingham, 2015).…”

Section: Research Backgroundmentioning

confidence: 99%

“…White urban middle-class parents are increasingly likely to enroll their children in high-status urban public schools, creating new educational competition. Although they perceive this as a progressive act, they are inclined to cluster with other high-status parents in particular schools to extend the reach and effect of their gentrification (Billingham, 2015). The East Bay thus makes for a prime example of the kind of urban space in which "good" and "bad" districts sit cheek-by-jowl, separated only by invisible lines of demarcation.…”

Section: Understanding Districts' Responses To District Hopping: the mentioning

confidence: 99%

Poor Choices: The Sociopolitical Context of “Grand Theft Education”

Faw

Jabbar

2016

Urban Education

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In recent years, districts have paid special attention to the common practice of “district hopping,” families bending geographic school assignment rules by sending a child to a school in a district where the child does not formally reside—usually to a district that is more desirable because of higher performing schools or greater educational resources. In several high-profile cases, mothers who engaged in district hopping were charged with “grand theft” of educational services. By situating these cases in the broader context of market-based reforms, we refocus attention on the responses of districts rather than the actions of parents. We argue that increased privatization of education and growing dominance of a “private-goods” model of schooling create the conditions necessary for framing these actions as “theft.”

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“…Researchers in different countries at different stages of urbanization development have different focuses. Sociological scholars focused on the quantitative study of school segregation with much emphasis placed on ethnic and racial dimensions, mainly in America and Europe, including the impact on home-to-school mobility, the differences in charters, and public and private schools [10][11][12][13][14]. School selection is a common problem, existing in many counties, that involves parental choices of schools, school choice mechanisms, impact, and policy and development trends [15][16][17][18][19].…”

Section: Introductionmentioning

confidence: 99%

Identifying the Configuration Differences of Primary Schools with Different Administrative Affiliations in China

Sun

et al. 2020

Buildings

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Equalization of education facilities, which means the balanced distribution of human and material resources under limited resource conditions, is one of the goals of sustainable development. In the process of rapid urbanization in China, there are apparent discrepancies between urban and rural areas because of different land and household registration systems. Primary schools with three types of different administrative affiliations also have significant distinctions. This study is aimed at assessing and comparing the configuration of primary schools with three different administrative affiliations, including cities, towns, and villages. After building an indicator system, the entropy weight method is applied to calculate the overall and category configuration scores of each school. Based on a spatial database, the ArcGIS thematic maps display the geography characteristic of each school in different geolocations. Moreover, the Kruskal–Wallis test identifies if the configuration of primary schools with different administrative affiliations is equal. The results indicate that the allocation of primary schools with three different administrative affiliations showed a ternary development. Moreover, although primary schools with city affiliation had significant advantages in education quality and convenience, their supply–demand conditions were not optimistic. In addition, the quality of the primary schools subordinate to towns was better, but convenience was generally lower. Finally, the quality of primary schools subordinate to villages and some towns was still poor. The results provide facts and a basis for policymakers to achieve an equity configuration in the sustainable development context.

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Within-District Racial Segregation and the Elusiveness of White Student Return to Urban Public Schools

Cited by 34 publications

References 59 publications

Diversity for Whom? Gentrification, Demographic Change, and the Politics of School Integration

Diversity for Whom? Gentrification, Demographic Change, and the Politics of School Integration

Poor Choices: The Sociopolitical Context of “Grand Theft Education”

Identifying the Configuration Differences of Primary Schools with Different Administrative Affiliations in China

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