Mapping Inequity: Critical Geography and Advanced Course Access in Urban School Contexts

• In Event: Remembering the Legacy of Racial, Economic, and Geographical Injustices in the Pursuit of Educational Justice and Renewal

Abstract

This study applies a critical geography lens to examine how spatial inequalities shape access to advanced high school coursework in the Memphis metropolitan region. Using a multimethod design—combining GIS, surveys, and hierarchical linear regression—it investigates how neighborhood assets and school location influence offerings of AP, IB, STEM, and dual enrollment courses. Findings reveal that nonprofit density initially correlates with greater course availability, but these patterns diminish when controlling for race and poverty. The percentage of Black residents emerges as a consistent negative predictor, underscoring entrenched racial disparities. By visualizing and modeling these patterns, the study advances spatial justice in education and informs targeted policy interventions to expand opportunity in historically marginalized communities.

Authors

• Eudarius Jones, University of Memphis

• Charisse A. Gulosino, University of Memphis