Delineating Differences in How US High Schools Are Racialized
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| Title: | Delineating Differences in How US High Schools Are Racialized |
|---|---|
| Language: | English |
| Authors: | Shifrer, Dara (ORCID |
| Source: | Youth & Society. 2024 56(1):67-93. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 27 |
| Publication Date: | 2024 |
| Sponsoring Agency: | National Science Foundation (NSF), Division of Research on Learning in Formal and Informal Settings (DRL) National Institutes of Health (NIH) (DHHS) |
| Contract Number: | 1652279 UL1GM118964 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | High Schools Secondary Education |
| Descriptors: | High Schools, Race, Equal Education, Social Structure, Power Structure, Academic Achievement, Student Characteristics, Teacher Characteristics, Institutional Characteristics, Longitudinal Studies |
| Assessment and Survey Identifiers: | High School Longitudinal Study of 2009 (NCES) |
| DOI: | 10.1177/0044118X221138878 |
| ISSN: | 0044-118X 1552-8499 |
| 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. |
| Abstractor: | As Provided |
| Entry Date: | 2023 |
| Accession Number: | EJ1401909 |
| Database: | ERIC |
| 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. |
|---|---|
| ISSN: | 0044-118X 1552-8499 |
| DOI: | 10.1177/0044118X221138878 |
