“Close and desirable for whom?”: parents traversing racialised spaces and places in gentrifying U.S. schools

Abstract

ABSTRACT Within public schools in gentrifying U.S. neighbourhoods, affluent, White families’ priorities collide with those of families from economically disadvantaged and racially minoritized groups. Grounded in raced-classed theories of space and place, we examine how various indicators of gentrification intersect with parents’ experiences in schools and how parents negotiate competing claims to space amid neighbourhood change. We foreground interviews with parents from gentrifying schools in Greater Boston and Washington D.C. Findings reveal how neighbourhood racial and socioeconomic changes informed parents’ connections to schools. Residential proximity to schools and commercial centres shaped parents’ sense of belonging in schools. Parents’ negotiation of racial, spatial, and classed hierarchies in schools and neighbourhoods reveals a need to situate their experiences and perspectives as foundations for school reforms and urban planning initiatives that address and contest social and educational inequities.