Tracked and Displaced: Gentrification, Latinx Mathematics Achievement, and Structural Educational Inequality

• In Event: AERA Poster Session Wednesday 11:45am
  In Poster Session: Tracked and Displaced: Gentrification, Latinx Mathematics Achievement, and Structural Educational Inequality

Abstract

This study investigates how gentrification reshapes access to advanced mathematics pathways for Latinx students in urban school districts. Drawing on a QuantCrit and stratification economics framework, the project examines how academic tracking, course access, and neighborhood displacement intersect to reproduce educational stratification. Using district administrative data and Census indicators from 2008–2021, the study identifies patterns in math course-taking by race, ethnicity, and geography, and models the relationship between neighborhood change and achievement opportunity. Findings highlight the institutional role of schools in facilitating or obstructing equitable math access, even in contexts of increasing neighborhood affluence. The project challenges assumptions of neutral policy design and offers recommendations for ensuring Latinx students’ inclusion in rigorous STEM trajectories.

Author

• Elizabeth I. Rivera, Montclair State University