dc.contributor.advisor | Phillips Galloway, Emily C | |
dc.contributor.advisor | Jimenez, Robert T | |
dc.creator | Do, Abigail Thien-Ly | |
dc.date.accessioned | 2023-05-17T20:51:37Z | |
dc.date.available | 2023-05-17T20:51:37Z | |
dc.date.created | 2023-05 | |
dc.date.issued | 2023-03-24 | |
dc.date.submitted | May 2023 | |
dc.identifier.uri | http://hdl.handle.net/1803/18240 | |
dc.description.abstract | Dual language (DL) programs have become increasingly popular in the US over the last decade, particularly among higher-income, predominantly English-speaking populations. While there is concern that this increased demand for DL limits access for students who are learning English or otherwise predominantly speak a language other than English, little is known about the state of DL education at a nation-wide level. This dissertation illuminates the state of DL education via a snapshot of programs extant during the 2019-20 school year and investigates the relationship between gentrification and districts that offer DLE through series of logarithmic regression models. Specifically, I find that 1) 1,034 districts and 4,395 schools had a DL program with an online footprint in the 2019-20 school year; 2) the information about DL programs available online skewed heavily in favor of English-dominant populations; 3) having at least one DL program is a statistically significant predictor of whether or not a school district neighborhood underwent gentrification; 4) the strength of this relationship changes when considering different thresholds of gentrification and degrees of access to DL programs; and 5) it is likely that the relationship between gentrification and access to DL education is different for districts with charter schools within their catchment areas. Given these findings, I discuss the theoretical and practical implications of the relationship between neighborhood demographic change and access to DL programs. | |
dc.format.mimetype | application/pdf | |
dc.language.iso | en | |
dc.subject | Dual Language | |
dc.subject | Gentrification | |
dc.subject | Bilingual Education | |
dc.title | Exploring the Commodification of Language and Space: The Relationship between Dual Language Programs and Neighborhood Gentrification | |
dc.type | Thesis | |
dc.date.updated | 2023-05-17T20:51:37Z | |
dc.type.material | text | |
thesis.degree.name | PhD | |
thesis.degree.level | Doctoral | |
thesis.degree.discipline | Learning, Teaching & Diversity | |
thesis.degree.grantor | Vanderbilt University Graduate School | |
dc.creator.orcid | 0009-0007-9671-847X | |
dc.contributor.committeeChair | Phillips Galloway, Emily C | |
dc.contributor.committeeChair | Jimenez, Robert T | |