Literaturnachweis - Detailanzeige
| Autor/in | James, Brian K. |
|---|---|
| Titel | Whose Turn Is It Now? The Maintenance of Racial Equity and Engagement in the Face of Gentrification |
| Quelle | (2023), (88 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Middle Class; Land Acquisition; Urban Renewal; Housing; Ownership; Racism; School Policy; School Districts; Neighborhood Schools; School Choice; Urban Education; Declining Enrollment; School Segregation; Minority Group Students; White Students; Access to Education; California |
| Abstract | An ongoing struggle for affordable housing in Southern California has led many predominately White, middle, and upper middle- class families to seek home ownership in divested urban communities. This phenomenon, known as gentrification, can benefit a community by increasing property values, but often comes at a cost to longstanding, Black and Brown residents of the neighborhood. Prior research has identified areas of harm including residential displacement, declining enrollment, and segregation of neighborhood schools. This qualitative case study addressed two questions: the impact of gentrification on the Black and Brown students attending the neighborhood school; and the strategies needed to balance competing interests between gentrifiers and longstanding families. The study's findings made it abundantly clear that inequitable district and site- based policies combined with White families' self- serving interests adversely affect the minority student experience. Operating as a counterweight to the harm, interview and observation data suggested that mindful school leadership and uniting parent interests played an integral role in establishing equitable practices, policies, and access. Moreover, the data showed that the probability of leader reflectiveness and mindfulness was intensified when school leadership and active parents were themselves people of color. The implications of the study may help shape district and school policies in communities experiencing gentrification. (As Provided). |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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