Delineating Differences in How US High Schools are Racialized
At a Glance
Section titled âAt a Glanceâ| Metadata | Details |
|---|---|
| Publication Date | 2022-12-16 |
| Journal | Youth & Society |
| Authors | Dara Shifrer, CJ Appleton |
| Institutions | Portland State University, George Mason University |
| Citations | 4 |
Abstract
Section titled âAbstractâSchoolsâ overt or explicit practices are a dominant lens through which education researchers and policymakers attempt to understand how schools are racially inequitable. Yet, Lewis and Diamond argue that contemporary racial inequalities are largely sustained through implicit factors, like institutional practices and structural inequalities. Rayâs framework on racialized organizations similarly outlines how our racialized sociopolitical structure becomes embedded in organizations, legitimating and perpetuating the racialized hierarchy. We apply illustrative cluster analysis techniques to rich data on schools, teachers, and students from the nationally representative High School Longitudinal Study of 2009 to find that structural inequities (e.g., student body, sector, average achievement) appear to be most salient in delineating the racialization of US high schools, whereas the characteristics of schools and teachers that are typically emphasized for closing racial inequities in educational outcomes (e.g., teacher qualifications, courses offered, stratification practices) are not salient differentiators across schools.
Tech Support
Section titled âTech SupportâOriginal Source
Section titled âOriginal SourceâReferences
Section titled âReferencesâ- 2009 - The schools teachers leave: Teacher mobility in Chicago public schools
- 2010 - The condition of education 2010 (NCES 2010-028)
- 2018 - Education in a new society: Renewing the sociology of education