Journal
AMERICAN EDUCATIONAL RESEARCH JOURNAL
Volume 57, Issue 2, Pages 808-839Publisher
SAGE PUBLICATIONS INC
DOI: 10.3102/0002831219863372
Keywords
diversity; gentrification; integration; school choice; school quality
Categories
Funding
- National Academy of Education/Spencer Dissertation Fellowship
- FahsBeck Fund for Research and Experimentation at The New York Community Trust
- Mitchell Leaska Dissertation Research Award
Ask authors/readers for more resources
This article examines the frameworks that stakeholders bring to debates about diversifying schools in gentrifying areas of New York City. Using critical ethnographic methods, I explore stakeholders' hopes and fears about the effects of shifting school demographics and the relationships between student demographics and school quality. I find that stakeholders use racialized discourses of belonging to discuss whether, why, and how student demographics matter. These discourses of belonging overlap with perceptions of demographic change as opportunities for integration, fears of gentrification, and threats to individual property. Complicating celebrations of diversity, I explore the ways in which race is implicated in considerations of who belongs in a school and to whom a school belongs.
Authors
I am an author on this paper
Click your name to claim this paper and add it to your profile.
Reviews
Recommended
No Data Available