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Delineating Differences in How US High Schools are Racialized.

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Title: Delineating Differences in How US High Schools are Racialized.
Authors: Shifrer, Dara1 (AUTHOR) dshifrer@pdx.edu, Appleton, CJ2 (AUTHOR)
Source: Youth & Society. Jan2024, Vol. 56 Issue 1, p67-93. 27p.
Subject Terms: *High schools, *Teachers, *Teacher qualifications, *Research personnel, *Segregation in education, Racial inequality
Abstract: Schools' 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. Ray's 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. [ABSTRACT FROM AUTHOR]
Copyright of Youth & Society is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Delineating Differences in How US High Schools are Racialized.
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  Data: <searchLink fieldCode="JN" term="%22Youth+%26+Society%22">Youth & Society</searchLink>. Jan2024, Vol. 56 Issue 1, p67-93. 27p.
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  Data: *<searchLink fieldCode="DE" term="%22High+schools%22">High schools</searchLink><br />*<searchLink fieldCode="DE" term="%22Teachers%22">Teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+qualifications%22">Teacher qualifications</searchLink><br />*<searchLink fieldCode="DE" term="%22Research+personnel%22">Research personnel</searchLink><br />*<searchLink fieldCode="DE" term="%22Segregation+in+education%22">Segregation in education</searchLink><br /><searchLink fieldCode="DE" term="%22Racial+inequality%22">Racial inequality</searchLink>
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  Label: Abstract
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  Data: Schools' 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. Ray's 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. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Youth & Society is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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      – Type: doi
        Value: 10.1177/0044118X221138878
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      – Code: eng
        Text: English
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        PageCount: 27
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      – SubjectFull: High schools
        Type: general
      – SubjectFull: Teachers
        Type: general
      – SubjectFull: Teacher qualifications
        Type: general
      – SubjectFull: Research personnel
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      – SubjectFull: Segregation in education
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      – SubjectFull: Racial inequality
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              Text: Jan2024
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