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

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Solving the Collective Action Problem,d school can attract GPs to start the integration process, there is an additional question that most of the Innovator and Early Adopter GPs in this study grappled with prior to entering their Stage 0 school: can we solve the collective action problem? The collective action problem is a situation in

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Retaining the Innovators and Early Adopters,s a solid beginning. However, to continue this demographic shift, not only must these two waves of GPs subsequently attract Wave 3 GPs, the Early Majority, they must also keep their own children enrolled in the school. Retaining Innovator and Early Adopter GPs is not a given. Despite having solved,

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Attracting the Early Majority,Ps), and is now called a Changing School, in reference to the way GPs talk about a school at this stage of the integration process. The number of GPs needed in a school for it to be called “changing” varies slightly. Table 6.1 provides a demographic breakdown of the schools in this study that GPs re

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A Diverse School,d will be explored in more detail later in this chapter. For the purposes of this study, however, a school successfully reaches Stage 3 of integration and becomes a Diverse School once it retains its Early Majority gentry parents (GPs), and GPs start describing the school to one another as diverse.

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Tipping In,ough a chain of actions and reactions of different types of GPs, each with a different threshold for tolerating their own minority status, each with a different idea about whether they . and . try to change a school to better match their preferences. To summarize, tipping in starts when the district

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