Walking the Line Between Saviorism and Social Activism: A Positionality Perspective on Gentrifier Parents' Navigating School Choice

• In Event: Advancing New Directions in School Gentrification Research Centered on Righting, Remedy, and Repair

Abstract

Gentrifier parents are routinely critiqued for their housing and school choices and the impact they have on school demographics and resources. Urban dwellers may think of gentrifiers as one homogenous group of individuals in all gentrifying or gentrified areas; however, in the literature, gentrification is understood to happen in waves with different forces behind it and different individuals involved (Aalbers, 2019; Lees et al., 2008). While most literature on gentrification and schools has focused exclusively on gentrifier parents' school choices (Butler, 2021; Kimelberg & Billingham, 2013; Makris, 2018; Roda, 2018; Underhill, 2019), our research examines how they see their complex roles and responsibilities in their schools and communities when making positioned choices and approaching school involvement (Mordechay, 2022; Roda, 2023; Siegel-Hawley et al., 2016).

Drawing on positionality theory (Kezar, 2002), positioned school choice (Cooper, 2005), and diversity discourse (Mayorga-Gallo, 2019), our meta-analysis of five separate studies conducted between 2016-2021 examines interview data from a group of racially diverse, “socially-conscious” gentrifier parents in Washington, D.C., and New York City. Within the combined total sample of 163 parents, 56% of parents identified as Black, Latinx, Asian American, or having multi-racial backgrounds and 44% of parents identified as white.

Gentrifier parents in our study are what we have categorized as socially-conscious because of their pro-diversity perspectives. These parents understood their privileged positions as having positive and negative connotations related to tensions they experienced around diversity, integration, and displacement. Socially-conscious gentrifiers often seek out gentrifying schools and communities for diversity and those who choose local schools often view this as a superior choice because of their sense of responsibility to their local community. Yet, their presence and involvement, while adding to the diversity in the schools, can be saviorist and also lead to increased gentrification and displacement. One example of this complexity is the case of specialized dual language programs within some local schools and how these programs can serve two functions: one being to integrate classrooms and community through language, but the other to spur gentrification when gentrifier families “clump” together (see also, Menken et al., 2024; Roda & Menken, 2024). Socially conscious gentrifier parents in our sample were also activists for integration and/or intentional with how they engage in schools post-enrollment, seeking ways to be more inclusive with their involvement, and not expecting the school to serve their needs first.

This research adds a more nuanced view of gentrifier parents, demonstrating the precarious position of socially-conscious gentrifier parents as they seek to do right by their community, but often engender inequitable results. Ultimately, these parents find themselves walking a fine line between saviorism and social activism as they attempt to navigate their community and school choices. Our study has implications for policymakers, school leaders, and parent activists who, we argue, must work together to enact successful strategies that curtail dominant attitudes and behaviors and push back on maintaining white/and or privileged spaces in education that can serve to further marginalize communities of color in gentrifying schools and uphold whiteness.

Authors

• Allison Roda, Molloy University

• Alisha Butler, Wesleyan University

• Molly V. Makris, Guttman Community College - CUNY