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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
Language: English
Authors: Heather McCambly (ORCID 0000-0003-0228-2462), Quinn Mulroy (ORCID 0000-0001-9797-1775), Andrew Stein (ORCID 0009-0003-5746-2193), Annenberg Institute for School Reform at Brown University
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
FullText Text:
  Availability: 0
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  Data: <searchLink fieldCode="AR" term="%22Heather+McCambly%22">Heather McCambly</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-0228-2462">0000-0003-0228-2462</externalLink>)<br /><searchLink fieldCode="AR" term="%22Quinn+Mulroy%22">Quinn Mulroy</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-9797-1775">0000-0001-9797-1775</externalLink>)<br /><searchLink fieldCode="AR" term="%22Andrew+Stein%22">Andrew Stein</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0003-5746-2193">0009-0003-5746-2193</externalLink>)<br /><searchLink fieldCode="AR" term="%22Annenberg+Institute+for+School+Reform+at+Brown+University%22">Annenberg Institute for School Reform at Brown University</searchLink>
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  Data: 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/
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  Data: <searchLink fieldCode="DE" term="%22Medical+Education%22">Medical Education</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Policy%22">Educational Policy</searchLink><br /><searchLink fieldCode="DE" term="%22Equal+Education%22">Equal Education</searchLink><br /><searchLink fieldCode="DE" term="%22School+Closing%22">School Closing</searchLink><br /><searchLink fieldCode="DE" term="%22Medical+Schools%22">Medical Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Black+Colleges%22">Black Colleges</searchLink><br /><searchLink fieldCode="DE" term="%22Resource+Allocation%22">Resource Allocation</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Quality%22">Educational Quality</searchLink><br /><searchLink fieldCode="DE" term="%22Access+to+Education%22">Access to Education</searchLink><br /><searchLink fieldCode="DE" term="%22Private+Financial+Support%22">Private Financial Support</searchLink>
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  Label: Abstract
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  Data: 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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  Data: ED672391
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      – Text: English
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        PageCount: 53
    Subjects:
      – SubjectFull: Medical Education
        Type: general
      – SubjectFull: Educational Policy
        Type: general
      – SubjectFull: Equal Education
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      – SubjectFull: School Closing
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      – SubjectFull: Medical Schools
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      – SubjectFull: Black Colleges
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      – SubjectFull: Resource Allocation
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      – SubjectFull: Educational Quality
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      – SubjectFull: Access to Education
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      – SubjectFull: Private Financial Support
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      – TitleFull: Racialized Reactivity: How Metrics-Formation Contributed to a Racialized Organizational Order in Medical Education. EdWorkingPaper No. 24-909
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              Y: 2024
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