Suchergebnisse

The degree to which lower–income residents are displaced by the process of gentrification has been the subject of considerable debate. Displacement is generally framed as a possible, and potentially remediable, outcome of gentrification. This portrayal of the link between gentrification and displacement is problematic, though, because gentrification can proceed without substantial displacement, while displacement frequently occurs in the absence of gentrification. In this article, I use a historical case study to examine the link between displacement and gentrification. Drawing on archival research and media accounts of redevelopment over the course of 50 years in Wichita, Kansas, I demonstrate how a displacement–first strategy has characterized all attempts to transform the city's "skid row" into the hub of a gentrified downtown core, and I describe how, despite widespread displacement, the gentrification of downtown Wichita has been largely unsuccessful. I discuss the implications of these findings for sociological theories of gentrification and displacement.

What does the term "urban" signify as a descriptor of contemporary communities in the United States? We investigate this question using data from the Soul of the Community survey, examining how people within eight metropolitan areas characterize their communities. A substantial disjunction exists between where within their regions respondents live and how they describe those areas. Many central–city residents label their communities "suburban" or "rural," while many outlying residents label their communities "urban." We contend that people's experiences with important local institutions—specifically, local schools and the local public safety apparatus—shape their understanding of their communities. Logistic regression models support this contention. Controlling for where within their regions respondents live, they are more likely to label their communities "urban" if they perceive local schools to be low in quality and their neighborhoods to be unsafe. Notably, these effects are not consistent across racial and ethnic groups.

Racial segregation remains a persistent problem in U.S. schools. In this article, we examine how social psychological factors—in particular, individuals' perceptions of schools with varying demographic characteristics—may contribute to the ongoing structural problem of school segregation. We investigate the effects of school racial composition and several nonracial school characteristics on white parents' school enrollment decisions for their children as well as how racial stereotypes shape the school choice process. We use data from a survey-based experiment we designed to test ''pure race'' and ''racial proxy'' hypotheses regarding parents' enrollment preferences. We also use a measure of pro-white stereotype bias, both alone and in combination with school racial composition (percentage black). Using logistic regression analysis, we find support for the ''pure race'' hypothesis. The proportion of black students in a hypothetical school has a consistent and significant inverse association with the likelihood of white parents enrolling their children in that school net of the effects of the included racial proxy measures. In addition, higher levels of pro-white stereotype bias further inhibit enrollment, particularly in schools with higher proportions of black students. We discuss the implications of this research for policies aimed at mitigating racial segregation in U.S. schools.