Titlebook: Gentrification and Schools; The Process of Integ Jennifer Burns Stillman Book 2012 Palgrave Macmillan, a division of Nature America Inc. 20

逗留

反復(fù)無(wú)常

組裝

Debrief

https://doi.org/10.1007/978-3-531-93336-8 enroll their children in a diverse school. The word signals both racial diversity—that is, a white child will not stand out—and socioeconomic diversity—that is, the school has a large enough middle-class presence that the school has a middle-class culture.

Macronutrients

美色花錢(qián)

School Integration in Gentrifying Neighborhoods, quite another. Not only do the individual gentry parents (GPs) have to make this unlikely school choice, enough of them have to do it so that the schools actually become integrated—an unlikely course of action when the collective action required to make this come about is voluntary. “Tipping in,” i

憂傷

School Preferences and the Process of Choosing,em, knowing that it wouldn’t take much to have those preferences met elsewhere. They are . minorities who realize that because they are minorities they are very unlikely to have their preferences met, as would, for example, an Italian family living in Ekalaka, Montana, who wants an Emilio Reggio edu

眉毛

Starting the Integration Process,rograms, where only the non-G&T classes were perceived as having zero white children. The segregated schools in this study ranged from being demographically almost 100 percent black to being roughly a 50/50 mix of black and Hispanic families. Poverty rates exceeded 70 percent in all of these raciall

Injunction

PAD416

Retaining the Early Majority, A Crucial Step,h a “safety net” to “manage the risks very closely” (Gladwell 2000, 198), which for these Wave 3 GPs is the knowledge that they have the ability to exit the school if it fails to meet their expectations.