District income segregation

Date and country of first publication

2016
United States

Definition

District income segregation refers to the phenomenon where neighborhoods or districts within a city or region are characterized by high levels of economic inequality and distinct income levels among residents. This can manifest in various ways, such as affluent neighborhoods with expensive housing and amenities being located close to poorer neighborhoods with limited resources and infrastructure.

District income segregation can have negative social and economic implications, as it can lead to disparities in access to quality education, healthcare, and other resources. It can also contribute to social isolation and reinforce existing inequalities.

Efforts to address district income segregation may involve policies aimed at promoting affordable housing, improving access to education and healthcare services, and fostering economic development in disadvantaged areas. Additionally, promoting social inclusion and diversity within neighborhoods can help create more equitable and resilient communities.

Notes

At its current state, this definition has been generated by a Large Language Model (LLM) so far without review by an independent researcher or a member of the curating team of segregation experts that keep the Segregation Wiki online. While we strive for accuracy, we cannot guarantee its reliability, completeness and timeliness. Please use this content with caution and verify information as needed. Also, feel free to improve on the definition as you see fit, including the use of references and other informational resources. We value your input in enhancing the quality and accuracy of the definitions of segregation forms collectively offered in the Segregation Wiki ©.

Further reading

Owens A., Reardon S.F., Jencks C. (2016) Income Segregation Between Schools and School Districts. American Educational Research Journal, 53(4), 1159-1197. SAGE Publications Inc..[1]

Jang H., Reardon S.F. (2019) States as Sites of Educational (In)Equality: State Contexts and the Socioeconomic Achievement Gradient. AERA Open, 5(3), -. SAGE Publications Inc..[2]

Peters S.J., Carter J.S., III (2022) Predictors of Access to Gifted Education: What Makes for a Successful School?. Exceptional Children, 88(4), 341-358. SAGE Publications Inc..[3]