Racialized Reactivity: How Metrics-Formation Contributed to a Racialized Organizational Order in Medical Education. EdWorkingPaper No. 24-909
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| Title: | Racialized Reactivity: How Metrics-Formation Contributed to a Racialized Organizational Order in Medical Education. EdWorkingPaper No. 24-909 |
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| Language: | English |
| Authors: | Heather McCambly (ORCID |
| Source: | Annenberg Institute for School Reform at Brown University. 2024. |
| Availability: | Annenberg Institute for School Reform at Brown University. Brown University Box 1985, Providence, RI 02912. Tel: 401-863-7990; Fax: 401-863-1290; e-mail: annenberg@brown.edu; Web site: https://annenberg.brown.edu/ |
| Peer Reviewed: | N |
| Page Count: | 53 |
| Publication Date: | 2024 |
| Document Type: | Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Medical Education, Educational Policy, Equal Education, School Closing, Medical Schools, Black Colleges, Resource Allocation, Educational Quality, Access to Education, Private Financial Support |
| Abstract: | A common point of contention across education policy debates is whether and how facially race-neutral metrics of quality produce or maintain racialized inequities. Medical education is a useful site for interrogating this relationship, as many scholars point to the 1910, Carnegie-funded Flexner Report--which proposed standardized quality metrics--as a main driver of the closure of five of the seven Black medical schools. Our research demonstrates how these proposed quality metrics, and their philanthropic and political advocates, instantiated a racialized organizational order that governed the distribution of resources, the development of state certification processes, and the regulation of medical schools. This analysis provides traction for uncovering how taken-for-granted standards of quality come to maintain racialized access to opportunity in education. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | ED672391 |
| Database: | ERIC |
| Abstract: | A common point of contention across education policy debates is whether and how facially race-neutral metrics of quality produce or maintain racialized inequities. Medical education is a useful site for interrogating this relationship, as many scholars point to the 1910, Carnegie-funded Flexner Report--which proposed standardized quality metrics--as a main driver of the closure of five of the seven Black medical schools. Our research demonstrates how these proposed quality metrics, and their philanthropic and political advocates, instantiated a racialized organizational order that governed the distribution of resources, the development of state certification processes, and the regulation of medical schools. This analysis provides traction for uncovering how taken-for-granted standards of quality come to maintain racialized access to opportunity in education. |
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