Gentrification, Schooling and Social Inequality

Autor/inn/en	DeSena, Judith N.; Ansalone, George
Titel	Gentrification, Schooling and Social Inequality
Quelle	In: Educational Research Quarterly, 33 (2009) 1, S.61-76 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0196-5042
Schlagwörter	Equal Education; Socioeconomic Status; Role; Social Change; Residential Patterns; Neighborhoods; Social Differences; Interviews; School Choice; Public Schools; Parent Attitudes; Track System (Education); Outcomes of Education; Disadvantaged; New York + Suchen Sie Ihr Suchwort? Socio-economic status; Sozioökonomischer Status; Rollen; Sozialer Wandel; Wohnsituation; Neighbourhoods; Nachbarschaft; Sozialer Unterschied; Interviewing; Interviewtechnik; Choice of school; Schulwahl; Public school; Öffentliche Schule; Elternverhalten; Leistungsgruppe; Leistungsdifferenzierung; Lernleistung; Schulerfolg
Abstract	Tracking or the separation of students by ability and curriculum is pervasive in American schooling despite the fact that contemporary research has associated this educational structure with negative student outcomes. Opponents of tracking contend that it deprives underprivileged children of excellence and equity in education and separates them along racial and socio-economic lines. In so doing, it underscores the claims of social conflict theorists who contend that education is not always a meritocratic strategy for developing students' abilities and often serves to perpetuate societal inequality. In spite of this, tracking remains a common managerial strategy and little research has explored the mechanisms that account for its popularity. This study explores the role of gentrification in the perpetuation of school tracking. By means of interviews, it investigates the dynamics of gentrification in the Greenpoint-Williamsburg area of Brooklyn and documents the strategies employed by gentry families to gain admission for their children to "better" public schools outside of their neighborhood, thus creating a unique type of between-school tracking. (As Provided).
Anmerkungen	Behavioral Research Press. Grambling State University, Math Department, P.O. Box 1191, Grambling, LA 71245. Tel: 318-274-2425; Web site: http://www.gram.edu/education/erq/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10