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Background: A separate, apartheid system of schooling in South Africa entrenched European racialised ideologies of white supremacy that left a legacy of social, economic, and educational inequalities. The 1995 White Paper for Education, the 1996 South African Schools Act, and the Revised National Curriculum Statement outlined steps for equalising education. However, inequalities within the schooling system remain. Aim: The study aimed to understand how principals experience the lasting effects of apartheidera segregationist policies in primary schools and to document principals' solutions. Setting: A meeting of principals who work at primary schools in the Western Cape province. Methods: Researchers purposively sampled four principals from the primary schools represented at the meeting, conducted semi-structured interviews with the principals chosen, and adopted an interpretive approach to analyse findings. Results: This study finds from principals' perspectives that neighbourhood gang violence, and highly unequal funding for schools in different neighbourhoods adversely impact primary school children's education and principals' abilities to lead as a result of context, overcrowding and inequality. Principals note that when parent-led programmes such as the Walking Bus produce a positive effect, the government tends to undercut parents' efforts to work with principals to secure and equalise young children's schooling. Conclusion: Giving greater governance power to parents and principals may help to equalise the extremes of inequalities in primary schools remaining from Nationalist Party policies of the pre-1994 apartheid era. Contribution: This study contributes to primary school principals' ideas for improving primary schoolchildren's education.

In this article, I discuss how walking as mapping serves as a method for observing and disrupting spatial geopolitics, opening possibilities for alternative systems of living. I explore three theoretical perspectives--posthumanism, Indigenous and decolonializing theories of land, and Black geography--that, while distinct, nonetheless share some overlapping characteristics: the recognition and contestation of knowledge systems, the turn toward a relational ethics of living, and a call for critical and creative methods of mapping. intervention into existing systems. In the final half of the paper, I consider these orientations and their call for creative and critical methods of intervention as I review my scholarship on walking and how it has served as a form of counterstory mapping.

Attending college, for many immigrant families, is a critical step in achieving the American Dream. This essay, written as a reflection and response between professor and student, explores the conflicting messages young community college students negotiate and process as they move through the City, revealing how knowledge learned in the college classroom is imbued with value beyond that knowledge that they have learned in their homes and neighborhoods. It shares how a research interest from their professor in the knowledge and practices their families have to teach was a point of processing and potential reconciliation of these conflicts related shifting identities, and notes the potential therapeutic value of the embodiment of heritage practices as part of ethnographic research and beyond.

"Context matters" has been an adage and a mantra in the field of comparative and international education since its earliest days. However, knowing which things matter, how and to whom, and also how they affect each other places challenging demands on comparative researchers. In this article, we outline different ways that comparativists have come to terms with context and consider the limitations of these approaches. We offer a discussion of Doreen Massey's relational space as a way of opening up new opportunities for meaning making and surmounting challenges inherent in previous conceptualizations of context. A recent study of learning and pedagogy across home, school, and neighborhood spaces in Tanzania is used to highlight the methodological and theoretical potential of a spatial lens to investigate and understand the complex interactions between classroom actors, practices, and contexts.

This brief analyzes 4-year graduation rates among students ever classified as English learners (ever-ELs) and those never classified as English learners (never-ELs) at the intersections of gender, race/ethnicity, and neighborhood income. We follow two cohorts of New York City students who entered ninth grade in 2013-2014 and 2014-2015 (N = 127,931). We find substantial variations in 4-year graduation among these subgroups, with differential predicted probabilities depending on the student's ever-EL status, race/ethnicity, and neighborhood income. These findings reveal important intersectional disparities in this diverse group of ELs--nuances that are lost when analyzing across a single social dimension and that push us to adopt an intersectional lens in quantitative research on ELs.

This study investigates the implications of engaging plurilingual children in creative multilingual placemaking practices on their language awareness and sense of belonging. Children participated in carefully designed class activities, engaging in tasks focused on reflecting on their own identities, the community's, and the neighbourhood's, alongside continuous research conversations. This process led to children creating multilingual placemaking design initiatives to propose changes in their schoolscape to make their school linguistically more inclusive. Through these activities, children reported that (1) they became more aware of the presence of different languages and cultures around them and (2) they became more aware of the power of language(s) in creating belonging; they argued that (3) this allowed them to acknowledge the fluidity of meanings between their L1 and L2; and they explained that (4) the project supported them in cultivating curiosity about languages and language learning. Overall, the findings suggest that creating a space for children to analyze the geographical, sociological, and linguistic aspects of their environment would impact their learning, social awareness, critical thinking, and transdisciplinary knowledge.

This study adopts a cultural ecological perspective to examine how cumulative effects of external transcultural and cultural strengths are related to baseline and changes in three markers of Mexican-origin adolescents' self-growth (i.e., resilience, life meaning, and discipline). Using a three-wave longitudinal data set (5 years) of 604 adolescents, cumulative strengths (CS) was calculated, and growth curve analyses showed a similar pattern of findings for both transcultural and cultural cumulative strengths models: Adolescents with higher CS showed higher baseline resilience, life meaning, and discipline. While there were no significant associations between adolescents' CS scores and the increase in resilience, adolescents with higher CS scores showed steeper declines in life meaning and discipline (although these declines were no longer significant for cultural CS when transcultural and cultural CS were simultaneously tested in the same model). The findings emphasize a cultural ecological understanding of Mexican-origin youths' positive development from early to later adolescence. They also provide support for a CS model and have implications for positive psychology theories.

Individual characteristics of neighborhood context, like concentrated socioeconomic disadvantage, are associated with children's cognitive development, including their academic skill development and executive functions. However, questions remain regarding how neighborhood structural, process, and physical features uniquely predict children's cognitive skills when measuring neighborhoods more holistically. Exploiting within-child changes in neighborhood conditions over time in a nationally representative sample of children followed from kindergarten through fifth grade (N ˜ 13,550), this study examined unique associations between structural (i.e., concentrated disadvantage), process (i.e., violent crime, learning resources, and aspects of school quality), and physical (i.e., green space and pollution) characteristics of neighborhoods and children's achievement skills and executive functions. Fixed-effects models demonstrated that increases in neighborhood violent crime and pollution predicted decreases in children's reading and math skills, while increases in neighborhood school quality, learning resources, and green space predicted increases in reading and math. Children's executive functions were better when neighborhood pollution was lower and when school quality was better. Our results suggest that improving neighborhood structure, processes, and physical conditions may foster children's cognitive skill development, especially academic achievement.

Suburbs across the US are experiencing demographic shifts with consequences for suburban schools. While scholars have expressed concern about rising segregation among suburban public schools, we extend this work by examining changes in racial/ethnic school segregation across a typology of suburban municipalities in the Chicago-Naperville-Elgin metropolitan area between 2007 and 2018. Our findings are mixed- contingent on the measure of segregation employed. We find that Black-white and Hispanic-white segregation in mature suburbs is rising, but is at least in part driven by shifting demographics. The results suggest intra-suburban variation in segregation, highlighting the connection between race and neighborhood change.

The widespread expansion of school choice policies has bolstered the consumer-education paradigm where parents compete for what they perceive to be a limited number of high quality schools. In this comparative case study, we examine advantaged White parents' perceptions of meritocracy in the context of a competitive elementary and high school choice system in New York City. We find that parents' critique the choice policies and the unfair burdens they place on low-income and immigrant families while engaging in opportunity hoarding to ensure their children's privileged access to the most competitive schools, all while dismissing claims that school choice is meritocratic. Ultimately, advantaged parents' suggest returning to neighborhood zoning which would preserve their access to exclusive, high performing schools and avoid the stress and inequities of school choice policies. This study offers further examples of the powerful influence of contradictory White discourse in the context of education policy and reform.

Greater Hazelwood, a neighborhood located in Pittsburgh, Pennsylvania, saw a decline in residents, businesses, and services at the steel industry's decline. Residents, philanthropic organizations, advocates, health centers, schools, universities, and community-based organizations continue collaborating to revitalize the Greater Hazelwood neighborhood by following the Greater Hazelwood Neighborhood Plan. Duquesne University Center for Integrative Health was engaged by a place-based grant-making strategy in Greater Hazelwood to explore the creation of a collaborative partnership between a university, federally qualified health center, school, residents, and community-based organizations to create a framework to improve access to comprehensive and quality healthcare in Greater Hazelwood. This collaboratively designed health and wellness programs based on community-identified health priorities to improve health outcomes. These programs provide opportunities for multi-sector partners and interdisciplinary health professionals to meet residents where they are, decrease disease disparity, and promote health equity.

The capacity of families with autistic children to demonstrate resilience is a notable strength that has received little attention in the literature. A potential predictor of family resilience in households with autistic youth is neighborhood support. This study examined the relationship between neighborhood support and family resilience in households with autistic youth utilizing data from the National Survey of Children's Health. A structural equation model was constructed as neighborhood support and family resilience were latent variables. Findings demonstrated that neighborhood support significantly predicts family resilience. This study contributes to the literature as the first quantitative investigation of predictors of family resilience with this group. Strengths of autistic youth, their families, and their communities can be and should be leveraged to address challenges.

Prior theoretical and empirical research has highlighted links between positive parenting and the socioeconomic characteristics of the family's neighborhood, but has yet to illuminate the etiologic origins of this association. One possibility is that the various predictors of parenting outlined by Belsky (1984; e.g., characteristics of the child, characteristics of the parent, and contextual influences) may matter more in some neighborhood contexts than in others. To examine this possibility, we conducted etiologic moderation analyses in a sample of 1,030 families of twins (average age 8 years; 51% male, 49% female; racial composition: 82% White, 10% Black, 1% Asian, 1% Indigenous, and 6% multiracial) from the Twin Study of Behavioral and Emotional Development in Children in the Michigan State University Twin Registry. Neighborhood and parenting were assessed using multiple informants and assessment strategies (neighborhood and family informants, administrative data, and videotaped parent-child interactions). Results pointed to strong evidence of etiologic moderation, such that child effects on positive mothering were prominent in neighborhoods with little opportunity and near zero in neighborhoods with ample opportunity. Such findings not only reframe the magnitude of child effects on the parenting they receive as context-dependent, but also indicate that mothers in impoverished neighborhoods may be more responsive to their children's characteristics than mothers in neighborhoods with ample opportunity.

The maldistribution of family physicians challenges equitable primary care access in Canada. The "Theory of Social Attachment" suggests that preferential selection and distributed training interventions have potential in influencing physician disposition. However, evaluations of these approaches have focused predominantly on rural underservedness, with little research considering physician disposition in other underserved communities. Accordingly, this study investigated the association between the locations from which medical graduates apply to medical school, their undergraduate preclerkship, clerkship, residency experiences, and practice as indexed across an array of markers of underservedness. We built association models concerning the practice location of 347 family physicians who graduated from McMaster University's MD Program between 2010 and 2015. Postal code data of medical graduates' residence during secondary school, pre-clerkship, clerkship, residency and eventual practice locations were coded according to five Statistics Canada indices related to primary care underservedness: relative rurality, employment rate, proportion of visible minorities, proportion of Indigenous peoples, and neighbourhood socioeconomic status. Univariate and multivariable logistic regression models were then developed for each dependent variable (i.e., practice location expressed in terms of each index). Residency training locations were significantly associated with practice locations across all indices. The place of secondary school education also yielded significant relationships to practice location when indexed by employment rate and relative rurality. Education interventions that leverage residency training locations may be particularly influential in promoting family physician practice location. The findings are interpreted with respect to how investment in education policies can promote physician practice in underserved communities.

This article analyzes how schools in the U.S respond to trauma in children and teens after the homicide of a peer and provides suggestions for best practices. The focus is not on in-school mass shootings but on homicide of young people outside of schools, in neighborhoods, which is the leading cause of death for African Americans between ages 15 to 24 years old, the second leading cause of death for Hispanic youth, and the third leading cause of death among White Youth (Centers for Disease Control [CDC], 2020). Typically, these deaths are not a national focus and schools have little resources to guide them in how to respond in the aftermath. Utilizing theoretical background on disenfranchised grief and trauma based practice, current school based response, and examples from the author's own experience in a large, urban school district in NJ, this article seeks to dissect this difficult topic.

Texas is home to a burgeoning linguistically diverse population, which has contributed to the exponential growth of bilingual education programming across the state. One program type, two-way dual language (TWDL), has become a popular enrichment model of bilingual education and has received increased attention and funding at the state level. While bilingual education was originally intended to serve linguistically diverse, primarily Latinx, students, there is a growing body of research that suggests the rapid growth of TWDL has come to serve primarily white, affluent, English-dominant students. The present study sought to contribute to this research by examining the locations of TWDL within two major cities in Texas: San Antonio and Austin. This tale of two cities employed a critical race spatial analysis to describe TWDL locational patterns within San Antonio and Austin based on neighborhood demographics including race/ethnicity and socioeconomics. Findings suggest that access to TWDL in each city is based on differing factors, with the socio-historical contexts of San Antonio and Austin playing a major role in the accessibility of TWDL today. Implications for policy makers, city leaders, and district decision-makers are considered.

Research has shown that mathematical proficiency gaps are related to students' and schools' indicators of poverty, with fewer studies on neighborhood effects on achievement gaps. Although this literature has accounted for students' nesting within schools, so far, methodological constraints have not allowed researchers to formally account for multilevel and spatial effects. I contribute to this discussion by simultaneously considering test-takers' own socioeconomic standing and the impact of their nesting schools and neighborhood structures. Multilevel simultaneous autoregressive (MSAR) models and population-level data of 2.09 million test-takers, whose standardized performances were measured at Grades 3-8 in New York State, revealed the presence of geography of mathematical (dis)advantage. Because mathematical performance is spatially dependent across schools and neighborhoods, moving forward, applied researchers should rely on MSAR to account for sources of spatially driven bias that cannot be handled with multilevel models alone. Full replication code and data are provided at https://cutt.ly/N4zRstL.

Content and Language Integrated Learning (CLIL) is an innovative approach which attempts to comprise holistic features, focusing on the meaning and at the same time providing opportunities for purposeful language use (Dalton-Puffer, 2007). Based on the triptych language of learning, language for learning and language through learning- this program aims at creating innovative educational escape rooms, in order to adopt CLIL, to develop skills in the target language (English) and at the same time to emphasize context and meaning. The program -designed for 5th grade students of a Primary School in Northern Greece was piloted for 5 months, giving them the opportunity to "travel to Greek neighborhoods" and engaging them in the subjects of geography, history and culture, using English, -with great enthusiasm. Various web2 tools, videos, games, websites were incorporated in the escape rooms to provide authentic material so as to enhance authentic communication in the English language and also to use different types of context so as to support language and content knowledge. The program was assessed and evaluated using alternative ways and the results indicated the positive effects of CLIL on the students' skills in English (TL) along with the significantly developed familiarization with the content through a creative, enthusiastic, motivating setting for students promoting active involvement and participation.

Background: Public education reforms, such as expanded school choice, have become a critical lever for remaking urban landscapes. These reforms often aim to attract and retain affluent and White families in urban schools, so scholars have examined how these parents navigate the perceived risk of choosing these schools for their children. Purpose: This paper extends this scholarship to understand how other families experience these reforms in gentrifying landscapes. We ask: (1) How do Black parents navigate school selection in a gentrifying and expansive education marketplace? (2) How do Black parents' perceptions of schooling shape their approach to school selection? (3) How do parents' positionalities (e.g., gender, class, place attachments, and tenure in the city) influence their experiences? Research Design: We leverage a qualitative meta-analysis design that pools data from three separately conducted studies of gentrification in Washington, D.C. For this analysis, we center on 34 Black parents' experiences as they navigate school selection. We reanalyzed data through the lens of critical spatial and racial theories. We paid particular attention to participants' attachments to place, their perceptions of their choices, the school and neighborhood attributes participants valued, and how they navigated school selection. Findings: Parents considered a broad range of school and neighborhood characteristics as they constructed their choice sets. As they searched for schools, Black parents made a series of racialized compromises to find schools they perceived to be racially, physically, and socially safe for their children. Parents, for example, negotiated their desire for academic rigor with their perception of schools' social climates and their perceptions that schools would be racially affirming and inclusive. Place and space were essential to parents' choice set construction. Schools' physical locations and perceptions of safety influenced whether parents viewed schools as viable options for their children. Conclusion: Our study underscores the multiple factors that bound choice set construction. Critically, Black parents' experiences as they navigated school selection suggest that the expansive educational marketplace offered a "chance, not a choice" at high-quality educational opportunities.

This paper describes key discoveries and lessons learned about the practice of reciprocity in community-engaged learning (CEL). We draw from an example of a multi-partner, multi-year CEL project that addresses a community-identified priority to access jargon-free research findings about their community. Our project benefits community members in an over-researched, equity-deserving inner-city neighborhood without requiring the direct presence of large numbers of university students in the community. In this collaboration, first-year undergraduate students in introductory academic writing courses at the University of British Columbia, Vancouver, Canada create publicly accessible infographic summaries of research articles arising from studies that have taken place in Vancouver's Downtown Eastside neighborhood. First-year students, in their position as novice scholars, bring helpful perspectives to the task of knowledge translation. As apprentice researchers not yet immersed in disciplinary languages, they are cognizant that the specialized types of discourse used in research writing are often not accessible to readers outside the academy. Pairing students with community-engaged researchers leads to multi-directional benefits: students develop their knowledge translation skills in an authentic research writing situation; researchers benefit from the publication of supervised, student-authored infographics of their scholarship; and over-researched communities gain access to relevant research findings. A community-embedded institutional unit is crucial to the project's success, providing the resources, relationships, and boundary-spanning expertise required to ensure this project is successful from the perspective of the community and the university.

The well-being of college students can be impacted by aspects of the physical environment, especially during key life transitions such as beginning college during a pandemic. This repeated cross-sectional study investigates the influence of a newly constructed living-learning neighborhood on first-year residents' mental well-being, specifically self-reported depression. The purpose of this study was to investigate (1) if residential first-year students' ratings of depression reflected differences between two built environments: old residential facilities and newer facilities that were part of a neighborhood, (2) if gender has an effect on these perceptions, and (3) if increased environmental satisfaction with different spaces in the new neighborhood drives lower depression scores. Students in two cohorts (n[subscript cohort 1] = 120; n[subscript cohort 2] = 112) were surveyed during the pandemic in the summers of 2020 and 2021. To improve the accuracy of predicting depression, participants' subjective satisfaction with their lives was controlled when investigating the influence of a change in the environment. First-year students who lived in the new neighborhood reported significantly lower depression scores than did their counterparts who lived in the old residential facilities. Results also reveal that this reduction in depression holds regardless of gender. Finally, as college residents' overall environmental satisfaction increases, their feelings of depression decrease, after controlling for their life satisfaction. Further, satisfaction within the personal residential (micro) environment has the strongest correlation with mental well-being. The findings from this study allude to the residential environment being the functional area that is most predictive of college residents' mental well-being. Implications for designers and administrators are discussed. [Discussion questions developed by Taylor Lawson and Eric Massey.]

This article documents how an MSW student in an introductory community practice course took her class assignment and over the course of two years revitalized, democratized, and transformed a sclerotic, corporate-run Home Owners Association (HOA). While the community analysis assignment required the student to interview six of her neighbors, the resulting increase in social capital in the neighborhood led, over the next two years, to the student being elected President of the HOA and organizing the community to win streetlights, clean up a polluted retention pond, create positive relations with city officials, and increase the social capital and collective efficacy of the neighborhood.

Why are most African American students in lower-track classes in racially diverse schools? How does the nexus of home, school, and community impact African Americans' academic placement in a racially and economically diverse school district? This research used ethnographic methods to explore 38 African American middle school students' perceptions and experiences of academic placement in a racially diverse middle school and a segregated and disinvested African American neighborhood. This research introduces the term Plessy's Tracks to acknowledge the sustained racial caste system that manifests through lower-track classes and devalued homes and communities. Findings suggest students face multiple challenges and systemic inequalities when self-selecting classes. Also, racially segregated homes and communities have shaped racialized tracking while producing Black placemaking in homes, classrooms, and communities.

This study examined how parents' perception of neighborhood conditions are associated with school absenteeism and participation in afterschool activities, and how social support networks moderate those linkages among two-parent and single-parent families. Data from the second and third Waves of the "Making Connections" Survey were analyzed. A subsample of 1,053 Latina/o parents with 10-17-year-old children was examined. Longitudinal path analyses suggest an indirect positive association between neighborhood control and participation in organized afterschool activities via instrumental social support, but only among two-parent families. Neighborhood cohesion was associated with school days missed and participation in organized afterschool activities among single-parent families. Implications for practice and policy are discussed.

This paper estimates the acute effect of community-level homicides on early childhood language development and explores the moderating role of maternal efficacy and satisfaction in Chile. It uses data from the 2017 wave of the Early Childhood Longitudinal Survey of Chilean Children (N = 1194, M[subscript age]: 52.8 months, 52% girls). Children in municipalities with homicides 1 month before the Peabody Picture Vocabulary assessment scored between 0.18 and 0.41 SDs lower compared to children in the same municipality but for whom homicides happened after the assessment. On average, higher maternal satisfaction appears to have a protective effect, though it dissipates in the most violent municipalities. Evidence that higher maternal efficacy protects children from the negative effects of violence is inconclusive.

Responding to a recent call for interdisciplinary research into 'night studies', the present study attempts to put the nighttime at the centre of the sociolinguistic enquiry, seeking to explore how the nocturnal linguistic landscape (LL) differs from the diurnal LL by drawing on Singapore's Chinatown as the research site. A total of 1091 LL items constitute the database. Altogether 808 LL items were collected during the daytime and 283 of these LL items were found to be illuminated during nighttime site visits. The quantitative analysis reveals that the nocturnal LL differs from the diurnal LL in several ways: at the top-down level, the nocturnal LL shows a strong monolingual English tendency, while the diurnal LL has a tendency towards multilingualism; at the bottom-up level, fewer languages are used in the nocturnal signs than in the diurnal signs and Chinese is used as the prominent language in nocturnal signs, whereas English has a leading position in the diurnal signs. Our findings complicate previous scholarly understanding of bilingual and multilingual configurations in Singapore, suggesting that the LL has its own unique representation at night. The potential for integrating nighttime as a new dimension to examine LL is discussed .

This paper investigates the relationship between music qualification choice and academic performance in secondary education in England at Key Stage 4 (KS4; usually at ages 15 and 16). We analysed data from 2257 pupils at 18 educational settings in a city in the southeast of England. Two regression analyses with clustered errors modelled KS4 music qualification choice and GCSE academic achievement in English, Mathematics and other English Baccalaureate subjects, while controlling for a range of demographic, academic and socio-economic variables. Choice of music as a subject at KS4 was positively associated with the total volume of KS4 qualifications entered for examination and was also predicted by coming from an affluent neighbourhood. Furthermore, this choice of music at KS4 was associated with greater academic performance on English Baccalaureate subjects above and beyond other significant predictors (gender, language, prior academic achievement, total volume of KS4 qualifications and neighbourhood socio-economic status; local Cohen's f-squared = 0.09). These results point to moderate but significant additive effect of studying music at KS4 in relation to performance on core GCSE subjects. We also found that schools with KS4 music qualification choice greater than the national average were higher in overall academic attainment, in the proportion of pupils attending extra-curricular instrumental lessons, and in our composite measure of school's engagement with a local music education hub. The results are interpreted in light of sociological theories of education in an attempt to better understand the underlying systemic factors affecting youth music engagement.

There is growing interest in the role of schools in supporting children facing adversity, including children with refugee and immigrant backgrounds. Based on six months of ethnographic fieldwork (December 2018 to June 2019) and interviews with teachers in two classes for adolescent newcomer refugee and immigrant learners in Denmark, this paper explores teacher responses to everyday dilemmas in supporting and caring for refugee and immigrant learners at school with a focus on three key areas: 1) in relation to teaching while safeguarding the adolescents' self-image, 2) in caring for the adolescents emotionally, socially and physically, and 3) in building trust and being the adolescents' confidants. Based on the findings, we argue that caring for newcomer adolescents cannot be reduced to questions of formal training and technical skills. Rather, it is intimately linked to attentiveness, experimentation and sensitivity to learners' needs. Furthermore, we discuss how scholarly analysis of teacher responses to care-related dilemmas can help generate contextualised insights into the broader support needs of teachers engaging in care work in specific social contexts.

This paper examines the predicament of the Dalit youth in their pursuit of higher education through a qualitative study in a low-income locality of Delhi. In absence of control over material resources historically, education offered promise in liberating socially excluded groups for its instrumental link with modern occupational structure. The policy of universal public education backed up with affirmative action in India has formally aided its access across sections. Even as the participation of the hitherto marginalized groups has been increasing manifold, privatization and marketisation in the education sector under the neo-liberal regime have transformed the educational landscape. Dalit youth is largely segregated into low-quality distance and social sciences education. The paper discusses various constraining and motivating factors embedded within and outside the neighbourhood and educational institutions which shape their educational interests, choices, and decisions. It elaborates on how cumulative socio-cultural, spatial, and historical disadvantages continue to shape the process of educational exclusion, even when these groups live in a metropolitan city amidst educational institutions. However, we also stress that the state policies, informed mentors, shared aspirations, and diversity in socio-cultural interactions hold the potential to alter and widen educational aspirations, access, and outcomes.

In this study, we examine whether students in violent neighborhoods actively avoid their local school as a form of social and physical protection. Specifically, we use 10 years of administrative data (2010-2020) from the high school choice open enrollment program in the Baltimore City Public School System to evaluate the interaction between neighborhood violence and geographic proximity when predicting choice behavior. We find that, adjusting for observed school characteristics and constant unobserved student characteristics, students from more violent neighborhoods are substantially less likely to choose their closest school than are students in safer neighborhoods; even when the closest school is listed, it is ranked lower for students from more violent neighborhoods than for students in safer ones. These findings have implications for how we think about the relationship between neighborhoods and educational opportunity in an era of choice.

Background: Poor sleep can contribute to poorer health and socioemotional outcomes. Sleep health can be influenced by a range of individual and other socioecological factors. Perceptions of neighborhood physical and social characteristics reflect broader social-level factors that may influence sleep, which have not been well studied in the Australian context. This study examined the association between perceived neighborhood characteristics and sleep in a large sample of Australians. Methods: Data were from 9,792 people aged 16 years or older, from Waves 16 and 17 of the nationally representative Household, Income and Labour Dynamics in Australia Survey. Associations between perceived neighborhood characteristics (neighborly interaction and support, environmental noise, physical condition, and insecurity) and self-reported sleep duration, sleep disturbance, and napping were examined using multiple logistic regression models. Results: "Neighborhood interaction and support" and "neighborhood physical condition" were not significantly associated with any sleep outcomes after adjusting for relevant covariates. However, "environmental noise" and "neighborhood insecurity" remained significantly associated with sleep duration and sleep disturbance. None of the neighborhood characteristics were associated with napping. Furthermore, associations did not significantly vary by gender. Conclusions: This study highlights the potential benefit of public health policies to address noise and safety in neighborhoods to improve sleep.

Environmental education is becoming a growing area of interest in early childhood education. In France, more time is given to environmental education activities in the preschool curriculum. Yet, there is a risk of narrowing preschool environmental education only to carry out pro-environmental behaviours, without giving pupils the opportunity to connect these practices to the scientific knowledge behind. Drawing on the concept of socialisation, the article explores how the interplay of the social and geographical backgrounds, as well as implementation by the family of biowaste management and how this influences 5-year-old children's understanding of organic matter decomposition. We used semi-structured interviews with parents and young children to determine details of parental composting execution on the one hand, and children's knowledge and misconceptions about the organic matter cycle in a composter on the other. We collected data from samples in neighbourhoods with different socioeconomic characteristics in two different French cities. Results show that young children are capable of developing an early understanding of biowaste decomposition in the context of composting. This study also shows that all the variables involved in the child's immediate environment must be analysed to understand how their ideas are constructed, and how their observations are interpreted.

College-educated White households have increasingly opted to live in central urban neighborhoods, transforming many parts of the urban core. While there is emerging evidence that schools may play a key part in this process, little is known about the extent of racial contract between children of gentrifier households and original residents. This study examines NYC's gentrifying areas, and the changing racial diversity in schools. Using data from the Census and the National Center for Educational Statistics, this study finds that schools in NYC's gentrifying areas have seen a reduction in racial segregation, more in traditional public schools than in charters. While this trend may be promising, high levels of segregation persist. Policy and research implications are discussed.