Spatial Politics and School Context in the Integration of Suburban Low-Income Housing Residents

• In Event: 095 - Section on Community and Urban Roundtables (one-hour)
  In Refereed Roundtable: Table 08. Residential Mobility

Abstract

Recent studies of residential mobility programs and suburban low-income housing have documented mixed results on the educational outcomes of low-income students in middle class suburbs. What might account for these divergent findings? This paper offers an in-depth qualitative analysis of the school integration experience of the students studied by Massey et al. (2013) in the high profile Ethel Lawrence Homes in Mt. Laurel, NJ. I present findings from 102 in-depth interviews conducted with low-income housing residents, residents of surrounding neighborhoods, school children, and school teachers and administrators. I describe the mechanisms by which class and racial politics intersect with spatial politics to impact the school context of low-income students. I present evidence that points to the importance of stigma reduction in considering the experience of education for low-income housing students, and argue that stigma is a critical focal point for understanding how a school district and community integrate new residents.

Author

• Len Albright, Northeastern University