Families, Teachers, and Principals in the Neoliberal Urban City — Bridges or Barriers to School Gentrification: A Multidisciplinary Review of the Literature

• In Event: Marginalized Contexts and Partners Influencing Family-School-Community Partnerships

Abstract

This study aims to synthesize four decades of research concerning how families, teachers, and principals are implicated in the process of school gentrification. We are specifically concerned with how historically marginalized families, White and affluent families, and the principals and teachers tasked to serve them in urban schools navigated school gentrification policy and practice. Further, we have found current research rarely offers a holistic understanding of gentrifying and pre-existing families and the teachers and principals that educate their children. Thus,we include arguments for expanding how we might co-construct ways to support research beyond isolated understandings of school gentrification as a site of exploration and possible opportunity toward collective power across race and class.

Authors

• Jada A Phelps-Moultrie, Michigan State University

• Alycia M. Elfreich, Indiana University - Bloomington

• Briana Coleman, CASEL

• Aisha Haynes, Bank Street College of Education

• Chy McGhee, The Catholic University of America