Abstract
Residential stratification has long governed American cities, as has the under-achievement of children living in urban areas (Sandy & Duncan, 2010). Policymakers, administrators, and educators working to address these systemic inefficacies need to consider intersectional factors to redesign urban schooling carefully. Gentrification often leads to more significant gaps between the socioeconomic classes, increasing the chasm between the needs of residents. How can we enable policymakers, educators, and parents to (1) track socio, cultural, and environmental conditions, (2) learn from the lived experience of underrepresented groups, and (3) design more equitable urban schooling policies? In this paper, the authors share the process of developing a participatory tool, Connect.Ed, which leverages qualitative and quantitative data to make interdependencies visible to improve urban schooling. Resulting in increased accountability among stakeholders, equitable engagement in under-invested neighborhoods, and a collaborative space for community engagement.
Keywords
interdisciplinary; participatory tool; urban schooling; gentrification
DOI
https://doi.org/10.21606/drs.2024.1031
Citation
Singh Rathore, N., and Jain, A. (2024) Empowering Stakeholders to Address Gentrification's Impact on Urban Schooling, in Gray, C., Ciliotta Chehade, E., Hekkert, P., Forlano, L., Ciuccarelli, P., Lloyd, P. (eds.), DRS2024: Boston, 23–28 June, Boston, USA. https://doi.org/10.21606/drs.2024.1031
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
Conference Track
Research Paper
Included in
Empowering Stakeholders to Address Gentrification's Impact on Urban Schooling
Residential stratification has long governed American cities, as has the under-achievement of children living in urban areas (Sandy & Duncan, 2010). Policymakers, administrators, and educators working to address these systemic inefficacies need to consider intersectional factors to redesign urban schooling carefully. Gentrification often leads to more significant gaps between the socioeconomic classes, increasing the chasm between the needs of residents. How can we enable policymakers, educators, and parents to (1) track socio, cultural, and environmental conditions, (2) learn from the lived experience of underrepresented groups, and (3) design more equitable urban schooling policies? In this paper, the authors share the process of developing a participatory tool, Connect.Ed, which leverages qualitative and quantitative data to make interdependencies visible to improve urban schooling. Resulting in increased accountability among stakeholders, equitable engagement in under-invested neighborhoods, and a collaborative space for community engagement.