The in-migration of relatively affluent households into disinvested central city neighborhoodsâcommonly referred to as gentrificationâis increasingly common across the United States. There is limited quantitative evidence, however, as to how gentrification relates to the structure and function of neighborhood schools. The purpose of this dissertation is to provide an introductory picture of how a shifting landscape of urban inequality brought about by patterns of gentrification relates to urban schooling in the contemporary U.S. city.
In the first section, new statistics are presented on the incidence and distribution of gentrification occurring around public schools in the United States as a whole. Of the roughly 10 percent of urban schools that were located in neighborhoods categorized as disinvested in the year 2000, roughly one in four experienced gentrification in the subsequent decade. However, there exists considerable heterogeneity in the prevalence of gentrification across U.S. metropolitan areas. For example, the share of urban schools located in disinvested neighborhoods in 2000 that subsequently gentrified was over 40 percent in Washington, DC, but effectively zero in Memphis, TN.
The second section explores factors correlated with whether gentrification occurs around public schools. Among the population of schools located in gentrifiable neighborhoods at baseline, gentrification was more likely to occur around schools with fewer non-white students, fewer students per teacher, and fewer students overall, controlling for observable differences. School neighborhoods were also more likely to gentrify if the neighborhoods themselves had fewer non-white residents and if schools were located in cities with less racial residential segregation. The third part of this dissertation estimates whether gentrification is associated with changes in disciplinary patterns at neighborhood schools. Evidence is found that gentrification is associated with increased rates of suspension for black students at local high schools, especially in schools wherein black students comprise a minority of the student population.
| Identifer | oai:union.ndltd.org:VANDERBILT/oai:VANDERBILTETD:etd-07242017-143127 |
| Date | 27 July 2017 |
| Creators | Pearman, II, Francis A. |
| Contributors | Barbara Stengel, Geoffrey Wodtke, Richard Pitt, Mark Lipsey, Rogers Hall, Dale Farran |
| Publisher | VANDERBILT |
| Source Sets | Vanderbilt University Theses |
| Language | English |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | http://etd.library.vanderbilt.edu/available/etd-07242017-143127/ |
| Rights | restricted, I hereby certify that, if appropriate, I have obtained and attached hereto a written permission statement from the owner(s) of each third party copyrighted matter to be included in my thesis, dissertation, or project report, allowing distribution as specified below. I certify that the version I submitted is the same as that approved by my advisory committee. I hereby grant to Vanderbilt University or its agents the non-exclusive license to archive and make accessible, under the conditions specified below, my thesis, dissertation, or project report in whole or in part in all forms of media, now or hereafter known. I retain all other ownership rights to the copyright of the thesis, dissertation or project report. I also retain the right to use in future works (such as articles or books) all or part of this thesis, dissertation, or project report. |
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