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The state, the school, and the famil...

Billingham, Chase Michael.

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The state, the school, and the family in the gentrification of the American city.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	The state, the school, and the family in the gentrification of the American city./
作者:	Billingham, Chase Michael.
面頁冊數:	290 p.
附註:	Source: Dissertation Abstracts International, Volume: 74-11(E), Section: A.
Contained By:	Dissertation Abstracts International74-11A(E).
標題:	Sociology, Social Structure and Development. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3567794
ISBN:	9781303200038

The state, the school, and the family in the gentrification of the American city.
Billingham, Chase Michael.

The state, the school, and the family in the gentrification of the American city. - 290 p.

Source: Dissertation Abstracts International, Volume: 74-11(E), Section: A.

Thesis (Ph.D.)--Northeastern University, 2013.

This dissertation examines the extent to which urban education reform affects the ways in which gentrification unfolds. Popular reforms to public elementary and secondary schools, and to entire school districts, have been implemented throughout major American cities over the past several decades. While municipal officials frequently cite strictly educational goals related to student achievement when they champion such reforms, educational improvement is not the only objective at stake for cities pursuing school reform. As school quality has been cited as a prominent concern for middle-class families living within major cities, popular school reforms have increasingly been deployed by cities as part of an economic development strategy designed to attract and retain a stable middle class. To the extent that these school-based efforts to maintain an urban middle-class presence succeed, they have the potential to alter the process of gentrification in contemporary American cities.

ISBN: 9781303200038Subjects--Topical Terms:

1017425
Sociology, Social Structure and Development.

The state, the school, and the family in the gentrification of the American city.
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245 1 4 $a The state, the school, and the family in the gentrification of the American city.
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500 $a Source: Dissertation Abstracts International, Volume: 74-11(E), Section: A.
500 $a Adviser: Matthew Hunt.
502 $a Thesis (Ph.D.)--Northeastern University, 2013.
520 $a This dissertation examines the extent to which urban education reform affects the ways in which gentrification unfolds. Popular reforms to public elementary and secondary schools, and to entire school districts, have been implemented throughout major American cities over the past several decades. While municipal officials frequently cite strictly educational goals related to student achievement when they champion such reforms, educational improvement is not the only objective at stake for cities pursuing school reform. As school quality has been cited as a prominent concern for middle-class families living within major cities, popular school reforms have increasingly been deployed by cities as part of an economic development strategy designed to attract and retain a stable middle class. To the extent that these school-based efforts to maintain an urban middle-class presence succeed, they have the potential to alter the process of gentrification in contemporary American cities.
520 $a To examine these ideas, I draw on archival data from government reports and media accounts, quantitative migration data from the U.S. Census Bureau, and qualitative data from interviews conducted with parents of school-age children to investigate (at multiple levels of analysis) the ways in which educational concerns affect middle-class families' residential choices and lifestyle preferences. Analyses of archival data indicate that school reforms have been implemented in many cities nationwide for the explicit purpose of recruiting middle-class families with children to move in and stay. Quantitative analyses reveal that, between 2005 and 2010, households with children were more likely to move into, and less likely to move out of, cities whose school districts offered them greater autonomy in choosing where to send their children to school. Finally, interview data highlight urban middle-class families' efforts to find high-quality schooling options within their gentrified neighborhoods, while demonstrating the tension between these residents' preference for an urban lifestyle and their concerns over public schooling in the city. I conclude by discussing various dimensions along which urban social theory related to gentrification could be broadened, as well as several contentious political questions surrounding the benefits and detriments of gentrification, particularly as they relate to urban education reform.
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