Maintaining or Interrupting Inequities: Qualitative Studies of Gentrification, Race, and School Choice

Session Type: Symposium

Abstract

Gentrification’s effects on schools is a growing area of research. The scholars on this panel bring a critical multi-lens view to the subject. Drawing on theories of seasonal gentrification, critical race, social/cultural capital, choice sets, and the aspirational class the papers included in the session will examine myriad ways gentrifiers and longtime residents of color make urban school choices along the K-12 trajectory, and the ways in which school choice and gentrification affect historically marginalized Black and Latinx families. As the urban divide between haves and have-nots continues to widen, there is a need for empirical qualitative data featuring multiple perspectives and nuanced conversations such as this one with race at the forefront.

Sub Unit

• Division L - Educational Policies and Politics / Division L - Section 7: Social Context and Structural Inequalities

Chairs

• Molly V. Makris, Guttman Community College - CUNY

• Allison Roda, Molloy College

Papers

• Seasonal Gentrification, Race, and Education in Asbury Park - Molly V. Makris, Guttman Community College - CUNY

• The High School Hustle: How Race, Class, and White Return Shape Public School Choice - Madeline Perez De Jesus, University of Saint Joseph

• What's Best for My Child, What's Best for the City: Values and Tensions in Parent Gentrifiers' Middle and High School Selection Process - Alisha Butler, Wesleyan University

• Parents' Views of a Gifted and Talented Phase-Out Proposal: One School's Journey Toward Increased Equity - Allison Roda, Molloy College

Discussant

• Erica Owyang Turner, University of Wisconsin - Madison