Toward a Multivocal Research Agenda on School Gentrification: A Critical Review of Current Literature

Autor/inn/en	Quarles, Bradley; Butler, Alisha
Titel	Toward a Multivocal Research Agenda on School Gentrification: A Critical Review of Current Literature
Quelle	In: Peabody Journal of Education, 93 (2018) 4, S.450-464 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0161-956X
DOI	10.1080/0161956X.2018.1488399
Schlagwörter	Public Education; Public Schools; Social Class; Neighborhoods; Minority Group Students; Socioeconomic Status; Whites; Racial Differences; Advantaged; Disadvantaged; Urban Schools; Parent Participation; Parent Influence; School Choice + Suchen Sie Ihr Suchwort? Öffentliche Erziehung; Public school; Öffentliche Schule; Social classes; Soziale Klasse; Neighbourhoods; Nachbarschaft; Socio-economic status; Sozioökonomischer Status; White; Weißer; Rassenunterschied; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Elternmitwirkung; Choice of school; Schulwahl
Abstract	Debates on gentrification's effects on public education motivated two independently conducted literature reviews about (a) how the increasing presence of middle- and upper-class residents affected public schools in gentrifying communities, and (b) what were gentrification's effects on the schooling experiences of students who resided in the communities prior to changes in neighborhood demographics (i.e., long-term and racial and ethnic minority families). Drawing from 32 peer-reviewed studies, we find that, contrary to assumptions about gentrification's universal benefits, the lower income and minority children of long-time residents did not always benefit from investments that usually accompany gentrification. Further, low-income and minority parents were often marginalized from middle- and upper-class social networks, and central office and school personnel were less responsive to their concerns and needs. Findings from this review reveal that existing research largely centers the perspectives of (mostly white) middle- and upper-class families in gentrifying communities. We propose a research agenda that centers critical perspectives and multivocal literatures to expand the field's understanding of gentrification's effects on a broader array of stakeholders and on public schools. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01