Re-Segregate D.C. Schools: An analysis of gentrification’s peculiar consequences on Francis-Stevens Open Access
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In the past five years, the traditionally black D.C. public school Francis-Stevens in northwest D.C. has moved to make itself more appealing to the gentrified neighborhood around it. They have been somewhat successful in drawing in the surrounding community, but many of the students from the area leave after the prekindergarten program and move on to private school. To look at the consequences of this invitation, including the loss of Title I funds, and creates the term transitory enrollment. This paper, in analyzing the causes of transitory enrollment , uses the frameworks of the gilded ghetto, gentry parents, and diversity without oppression by Hyra, Stillman, and Bell & Hartman. These concepts, in order, look at the current state of the nearby community and compare it to the school, study the interactions of parents with similar schools, and present the problems that the motivations of the parents create. The conclusion is that this diversity without oppression creates a gilded ghetto , or in this case a gilded black school , and the resulting transitory enrollment causes oppression within the school . Ultimately, the paper dictates that the school should be segregated by those committed to its success and those who aren’t.