Re-Branding Urban Schools: Urban Revitalization, Social Status, and Marketing Public Schools to the Upper Middle Class

Autor/in	Cucchiara, Maia
Titel	Re-Branding Urban Schools: Urban Revitalization, Social Status, and Marketing Public Schools to the Upper Middle Class
Quelle	In: Journal of Education Policy, 23 (2008) 2, S.165-179 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0268-0939
Schlagwörter	Urban Schools; Middle Class; Social Status; African American Students; Social Class; Student Recruitment; Cultural Maintenance; Organizational Change; School Choice; Social Differences; Human Geography; Educational Policy; Urban Areas; Reputation; Neighborhood Improvement; Community Change; Urban Renewal; Politics of Education; School Districts; Social Capital; Parent School Relationship; Pennsylvania; United States + Suchen Sie Ihr Suchwort? Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Mittelschicht; Sozialer Status; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Social classes; Soziale Klasse; Organisationswandel; Choice of school; Schulwahl; Sozialer Unterschied; Humangeografie; Politics of education; Bildungspolitik; Stadtsanierung; Educational policy; School district; Schulbezirk; Sozialkapital; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; USA
Abstract	This article examines an effort to use urban schools to promote the revitalization of a large northeastern city in the United States. In order to attract and retain professional families to a regenerated central city, downtown schools are re-branded and promoted to such families as suitable for their children. The article draws on interviews and observation in a particular downtown elementary school to examine the experiences of different groups of parents in this new educational market. The data reveal how middle- and upper-class parents are treated as sought-after customers who gain and retain positions of influence over the direction of the school once their children are admitted. However, the same processes marginalize low-income and minority parents. The article concludes that while the goals of the policy may be ostensibly worthy, one of its consequences is to reinscribe existing status positions and inequalities. (Contains 16 notes.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10