"A Great School Benefits Us All": Advantaged Parents and the Gentrification of an Urban Public School

Autor/in	Freidus, Alexandra
Titel	"A Great School Benefits Us All": Advantaged Parents and the Gentrification of an Urban Public School
Quelle	In: Urban Education, 54 (2019) 8, S.1121-1148 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0042-0859
DOI	10.1177/0042085916636656
Schlagwörter	Urban Schools; Public Schools; Advantaged; School Effectiveness; Community Change; Whites; Professional Personnel; Neighborhood Schools; Educational Demand; Discussion Groups; Parent Attitudes; Low Income Groups; Parent School Relationship; Minority Groups; Computer Mediated Communication; School Choice; Social Capital; Elementary Schools; School Demography; New York (New York) + Suchen Sie Ihr Suchwort? Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Public school; Öffentliche Schule; Schuleffizienz; White; Weißer; Personalbestand; Bildungsanforderung; Bildungsnachfrage; Elternverhalten; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Ethnische Minderheit; Computerkonferenz; Choice of school; Schulwahl; Sozialkapital; Elementary school; Grundschule; Volksschule; Schulbesuchsrate
Abstract	Middle-class, professional, and White families in gentrifying cities are increasingly choosing neighborhood public schools. As critical consumers of public education, these families frequently bring not only new resources to schools but also new demands. This article examines the process of "school gentrification" by analyzing the discourse of a neighborhood parents' listserv. I find that as they worked to make their local public school "great," advantaged parents performed the role of careful investors, defined themselves as the source of the school's potential value, and marginalized low-income families and families of color. These findings raise important questions about educational equity for both educational researchers and urban school and district leaders. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01