Gentrification occurs when the prevailing demographic and economic environment of an urban neighborhood changes in ways related to social class and physical renewal. Gentrification effects are both positive and negative; however, low-income residents may be disproportionately negatively affected. As neighborhoods transform, schools also change. The literature on gentrification and its impacts highlights areas where school counselors can begin to address these issues.
Get full access to this article
View all access options for this article.
References
1.
American School Counselor Association. (2012). ASCA National Model: A framework for school counseling programs (3rd ed.). Alexandria, VA: Author.
BillinghamC. (2015). Parental choice, neighbourhood schools, and the market metaphor in urban education reform. Urban Studies, 52(4), 685–701. https://doi.org/10.1177/0042098014528395
5.
BillinghamC. M., & KimelbergS. M., (2013). Middle-class parents, urban schooling, and the shift from consumption to production of urban space. Sociological Forum, 28(1), 85–108. https://doi.org/10.1111/socf.12004
6.
BroadheadM., ChiltonR., & CrichtonC. (2009). Understanding parental stress within the Scallywags service for children with emotional and behavioral difficulties. Emotional and Behavioral Difficulties, 14(2) 101-115.
7.
BronfenbrennerU. (1979). The ecology of human development.Cambridge, MA: Harvard University Press.
8.
CapraF. (1996). The web of life: A scientific understanding of living systems.New York, NY: Doubleday.
9.
DastrupS., EllenI., JeffersonA., WeselcouchM., SchwartzD., & CuencaK. (2015). The effects of neighborhood change on New York City Housing Authority residents.New York, NY: NYC Center for Economic Opportunity. Retrieved from http://www.nyc.gov/html/ceo/downloads/pdf/nns_15.pdf
10.
DavidsonM. (2008). Spoiled mixture: where does state-led 'positive' gentrification end?Urban Studies, 45(12), 385–405.
11.
DavisT., & OakleyD. (2013). Linking charter school emergence to urban revitalization and gentrification: A socio-spatial analysis of three cities. Journal of Urban Affairs, 35(1), 81–102. https://doi.org/10.1111/juaf.12002
12.
Deater-DeckardK. (2004). Parenting stress.New Haven, CT: Yale University Press.
13.
DeSenaJ., & AnsaloneG. (2009). Gentrification, schooling and social inequality. Educational Research Quarterly, 33(1), 60–74.
FormosoD., WeberR., & AtkinsM. (2010). Gentrification and urban children's well-being: Tipping the scales from problems to promise. American Journal of Community Psychology, 46(3/4), 395-412. https://doi.org/10.1007/s10464-010-9348-3.
17.
Holcomb-McCoyC. C., & Chen-HayesS. F. (2007). Multiculturally competent school counselors: Affirming diversity by challenging oppression. In ErfordB. (Ed.), Transforming the school counseling profession (pp. 74–97). Upper Saddle River, NJ: Pearson.
18.
HuyserM., & RavenhorstMeerman, J. (2014). Resident perceptions of redevelopment and gentrification in the Heartside neighborhood: Lessons for the social work profession. Journal of Sociology & Social Welfare, 41(3), 3–22.
19.
JonesJ. (1997). Prejudice and racism (2nd ed.). New York, NY: McGraw-Hill.
20.
KeelsM., Burdick-WillJ., & KeeneS. (2013). The effects of gentrification on neighborhood public schools. City & Community, 12(3), 238–259. https://doi.org/10.1111/cico.12027
21.
LawsonM. A. (2003). School-family relations in context: Parent and teacher perceptions of parent involvement. Urban Education, 38(1), 77–133. https://doi.org/10.1177/0042085902238687
22.
MartinL. (2007) Fighting for control: political displacement in Atlanta's gentrifying neighborhoods, Urban Affairs Review, 42, 603–628.
23.
MartinL. (2008). Boredom, drugs, and schools: Protecting children in gentrifying communities. City & Community, 7(4), 331–346. doi:10.1111/j.1540-6040.2008.00270.x
24.
MasonE. (2010). Leveraging classroom time. ASCA School Counselor, 47, 27–29.
McKownC., & WeinsteinR. S. (2003). The development and consequences of stereotype consciousness in middle childhood. Child Development, 74(2), 498–515.
27.
McMahonH. G., MasonE. C. M., Daluga-GuentherN., & RuizA. (2014). An ecological model of professional school counseling. Journal of Counseling & Development, 92, 459–471. https://doi.org/10.1002/j.1556-6676.2014.00172.x
28.
MirabelN. R. (2009). Geographies of displacement: Latina/os, oral history, and the politics of gentrification in San Francisco's Mission District. The Public Historian, 31(2), 7–31. https://doi.org/10/1525/tph.2009.31.2.7.
29.
NakkulaM. J., & ToshalisE. (2006). Understanding youth: Adolescent development for educators.Cambridge, MA: Harvard Education Press.
30.
PogashC. (2015, May 23). Gentrification spreads an upheaval in San Francisco's Mission District. The New York Times, p. A10.
31.
Schools to Serve More Families. (2016, August 29). San Francisco Chronicle, p. A9.
32.
ShawK., & HagemansI. (2015). Gentrification without displacement and the consequent loss of place: the effects of class transition on low-income residents of secure housing in gentrifying areas. International Journal of Urban & Regional Research, 39(2), 323–341. https://doi.org/10.1111/1468-2427.12164
33.
ShmoolJ., YonasM., NewmanO., KubzanskyL., JosephE., ParksA., … CloughertyJ. (2015). Identifying perceived neighborhood stressors across diverse communities in New York City. American Journal of Community Psychology, 56(1-2), 145–155. https://doi.org/10.1007/s10464-015-9736-9
34.
SueD. W. (2015). Race talk and the conspiracy of silence.Hoboken, NJ: Wiley & Sons.
Van VelsorP., & OrozcoG. L. (2007). Involving low-income parents in the schools: Communitycentric strategies for school counselors. Professional School Counseling, 11, 17–24. https://doi.org/10.5330/PSC.n.2010-11.17
39.
VigdorJ., MasseyD., & RivlinA. (2002). Does gentrification harm the poor?Brookings-Wharton Papers on Urban Affairs, 133–182. Retrieved from http://www.jstor.org/stable/25067387
40.
VoisinD. R., ElsaesserC., KimD. H., PatelS., & CantaraA. (2016). The relationship between family stress and behavioral health among African American adolescents. Journal of Child and Family Studies, 25, 2201–2210. https://doi.org/10.1007/s10826-016-0402-0
41.
YossoT. J. (2005). Whose culture has capital? A critical race theory discussion of community cultural wealth. Race Ethnicity and Education, 8(1), 69–91. https://doi.org/10.1080/1361332052000341006