A Case of DLBE Gentrification and Tools for Engaging Stakeholders in How to Do Better

This chapter examines how the introduction of a new French dual language program in a New York City (NYC) public school affected the existing school community. We focus on the experiences of Imee Hernandez,
who was the president of the parent–teacher association (PTA) when the school opened the new program with the intention of attracting white families to enroll their children in the school.