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ERIC Number: EJ877242
Record Type: Journal
Publication Date: 2009-Sep
Pages: 16
Abstractor: As Provided
Reference Count: 23
ISSN: ISSN-0196-5042
Gentrification, Schooling and Social Inequality
DeSena, Judith N.; Ansalone, George
Educational Research Quarterly, v33 n1 p61-76 Sep 2009
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.
Behavioral Research Press. Grambling State University, Math Department, P.O. Box 1191, Grambling, LA 71245. Tel: 318-274-2425; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New York