![[PDF]](/pb-assets/Icons/adobe-pdf-icon-1498649896243.png){kind=icon}
Abstract
As cities across the country experience an influx of White and middle- to upper-class residents, new opportunities for the integration of urban schools emerge. Yet crucial challenges persist even when equity and inclusion are a focus for new stakeholders. This article explores the story of a largely White group of parents committed to investing in and reforming their gentrifying neighborhood’s elementary school. Given the numerous tensions that ensued, fostering leadership, equity, and intercultural awareness remains vital to ensuring that the new urban diversity also produces just and inclusive schools.
References
Section:
|
Allport, G. W. (1954). The nature of prejudice. Cambridge, MA: Addison-Wesley. Google Scholar | |
|
Anyon, J. (1997). Ghetto schooling: A political economy of urban educational reform. New York, NY: Teachers College Press. Google Scholar | |
|
Bourdieu, P. (1986). The forms of capital. In Richardson, J. E. (Ed.), Handbook of theory for the sociology of education (pp. 241-258). Santa Barbara, CA: Greenwood Press. Google Scholar | |
|
Braddock, J. (2009). Looking back: The effects of court-ordered desegregation. In Smrekar, C., Goldring, E. (Eds.), From the courtroom to the classroom: The shifting landscape of school desegregation (pp. 3-18). Cambridge, MA: Harvard Education Press. Google Scholar | |
|
Carter, P., Welner, K. (2013). Closing the opportunity gap. New York, NY: Oxford University Press. Google Scholar | Crossref | |
|
Crozier, G., Reay, D., James, D. (2011). Making it work for their children: White middle-class parents and working-class schools. International Studies of Sociology of Education, 21, 199-216. Google Scholar | Crossref | |
|
Cucchiara, M. B. (2013). Marketing schools, marketing cities: Who wins and who loses when schools become urban amenities. Chicago, IL: University of Chicago Press. Google Scholar | Crossref | |
|
Cucchiara, M. B., Horvat, E. M. (2009). Perils and promises: Middle-class parental involvement in urban schools. American Educational Research Journal, 46, 974-1004. Google Scholar | SAGE Journals | ISI | |
|
Devine, D., Savage, M., Ingram, N. (2012). White middle class identities and urban schooling. British Journal of Sociology of Education, 33, 303-314. Google Scholar | Crossref | ISI | |
|
Florida, R. (2003). The rise of the creative class: And how it’s transforming work, leisure, community and everyday life. New York, NY: Basic Books. Google Scholar | |
|
Frey, W. H. (2013). A big city growth revival. Washington, DC: Brookings Institution. Retrieved from http://www.brookings.edu/research/opinions/2013/05/28-city-growth-frey Google Scholar | |
|
Frey, W. H. (2014). Will this be the decade of big city growth? Washington, DC: Brookings Institution. Retrieved from http://www.brookings.edu/research/opinions/2014/05/23-decade-of-big-city-growth-frey Google Scholar | |
|
Frey, W. H. (2015). Selective city slowdowns and the city-suburb growth gap. Washington, DC: Brookings Institution. Retrieved from http://www.brookings.edu/blogs/the-avenue/posts/2015/05/21-new-census-data-city-slowdowns-city-suburb-growth-gap-frey Google Scholar | |
|
Gumis-Dawes, B., Luce, T., Orfield, M. (2013). The state of public schools in post-Katrina New Orleans: The challenge of creating equal opportunity. In Orfield, G., Frankenberg, E. (Eds.), Educational delusions: Why choice can deepen inequality and how to make it fair (pp. 145-158). Berkeley: University of California Press. Google Scholar | Crossref | |
|
Hawley, W. (2007). Designing schools that use student diversity to enhance learning of all students. In Frankenberg, E., Orfield, G. (Eds.), Lessons in integration (pp. 31-56). Charlottesville: University of Virginia Press. Google Scholar | |
|
Holme, J. (2002). Buying homes, buying schools: School choice and the social construction of school quality. Harvard Educational Review, 72, 177-206. Google Scholar | Crossref | ISI | |
|
Killen, M., Crystal, D., Ruck, M. (2007). The social developmental benefits of intergroup contact for children and adolescents. In Frankenberg, E., Orfield, G. (Eds.), Lessons in integration: Realizing the promise of racial diversity in American schools (pp. 57-73). Charlottesville: University of Virginia Press. Google Scholar | |
|
Kimelberg, S. M. (2014). Beyond test scores: Middle-class mothers, cultural capital and the evaluation of urban public schools. Sociological Perspectives, 57, 208-228. Google Scholar | SAGE Journals | ISI | |
|
Kimelberg, S. M., Billingham, C. M. (2012). Attitudes toward diversity and the school choice process: Middle-class parents in a segregated urban public school district. Urban Education, 48, 198-231. Google Scholar | SAGE Journals | ISI | |
|
Linn, R. L., Welner, K. G. (2007). Race-conscious policies for assigning students to schools: Social science research and the supreme court cases. Washington, DC: National Academy of Education. Google Scholar | |
|
Mickelson, R. A. (2011). Exploring the school-housing nexus: A synthesis of social science evidence. In Tegeler, P. (Ed.), Finding common ground: Coordinating housing and education policy to promote integration (pp. 5–8). Washington, DC: Poverty and Race Research Action Council. Google Scholar | |
|
Mickelson, R. A., Nkomo, M. (2012). Integrated schooling, life course outcomes, and social cohesion in multiethnic democratic societies. Review of Research in Education, 36, 197-238. Google Scholar | SAGE Journals | ISI | |
|
Miles, M., Huberman, A. M. (1994). Qualitative data analysis. Thousand Oaks, CA: Sage. Google Scholar | |
|
Noguera, P. A. (2003). City schools and the American dream: Fulfilling the promise of public education. New York, NY: Teachers College Press. Google Scholar | |
|
Orfield, G. (1981). Lessons in school and housing policy from twelve cities: A report to the Ford Foundation. New York, NY: Ford Foundation. Google Scholar | |
|
Orfield, G., Eaton, S. (1996). Dismantling desegregation: The quiet reversal of Brown v. Board of Education. New York: NY: The New Press. Google Scholar | |
|
Orfield, G., Frankenberg, E. (2014). Brown at 60: Great progress, a long retreat and an uncertain future. Los Angeles, CA: Civil Rights Project/Proyecto Derechos Civiles. Google Scholar | |
|
Petrilli, M. J. (2012). The diverse schools dilemma: A parent’s guide to socioeconomically mixed public schools. New York, NY: Thomas B. Fordham Institute. Google Scholar | |
|
Petrilli, M. J., Scull, J. (2010). America’s private public schools. Thomas B. Fordham Institute. Retrieved from http://edex.s3-us-west-2.amazonaws.com/publication/pdfs/201002_PrivatePublicSchool_final_7.pdf Google Scholar | |
|
Pettigrew, T., Tropp, L. (2006). A meta-analytic test of intergroup contact theory. Journal of Personality and Social Psychology, 90, 751-783. Google Scholar | Crossref | Medline | ISI | |
|
Posey, L. (2012). Middle- and upper-middle-class parent action for urban public schools: Promise or paradox? Teachers College Record, 114, 1-43. Google Scholar | ISI | |
|
Posey-Maddox, L. (2013). Professionalizing the PTO: Race, class, and shifting norms of parental engagement in a city public school. American Journal of Education, 119, 235-260. Google Scholar | Crossref | ISI | |
|
Posey-Maddox, L. (2014). When middle class parents choose urban schools: Class, race and the challenge of equity in public education. Chicago, IL: University of Chicago Press. Google Scholar | Crossref | |
|
Posey-Maddox, L., Kimelberg, S., Cucchiara, M. (2014). Middle-class parents and urban public schools: Current research and future directions. Sociology Compass, 8, 446-456. Google Scholar | Crossref | |
|
Raveaud, M., van Zanten, A. (2007). Choosing the local school: Middle class parents’ values and social and ethnic mix in London and Paris. Journal of Education Policy, 22, 107-214. Google Scholar | Crossref | ISI | |
|
Reay, D., Hollingworth, K., Crozier, G., Jamieson, F., James, D., Beedell, P. (2007). “A darker shade of pale?” Whiteness, the middle classes and multi-ethnic inner city schooling. Sociology, 41, 1041-1060. Google Scholar | SAGE Journals | |
|
Roda, A., Wells, A. S. (2013). School choice policies and racial segregation: Where white parents’ good intentions, anxiety, and privilege collide. American Journal of Education, 119, 261-293. Google Scholar | Crossref | ISI | |
|
Schofield, J. W. (1995). Improving intergroup relations among students. In Banks, J. A., MaGee Banks, C. A. (Eds.), Handbook of research on multicultural education (pp. 635-647). New York, NY: Macmillan. Google Scholar | |
|
Siegel-Hawley, G. (2013). Race, choice and Richmond Public Schools: New possibilities and ongoing challenges for diversity in urban districts. The Urban Review, 46(1). Google Scholar | |
|
Stillman, J. B. (2012). Gentrification and schools: The process of integration when whites reverse flight. New York, NY: Palgrave Macmillan. Google Scholar | Crossref | |
|
Wells, A. S., Crain, R. L. (1994). Perpetuation theory and the long-term effects of school desegregation. Review of Educational Research, 64, 531-555. Google Scholar | SAGE Journals | ISI | |
|
Wells, A. S., Duran, J., White, T. (2011). Southern graduates of school desegregation: A double consciousness of resegregation yet hope. In Frankenberg, E., Debray, E. (Eds.), Integrating schools in a changing society (pp. 114-150). Chapel Hill: University of North Carolina Press. Google Scholar | Crossref |
