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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
Language: English
Authors: Shifrer, Dara (ORCID 0000-0002-6373-0970), Appleton, C. J.
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
FullText Text:
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  Data: Delineating Differences in How US High Schools Are Racialized
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  Data: <searchLink fieldCode="AR" term="%22Shifrer%2C+Dara%22">Shifrer, Dara</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-6373-0970">0000-0002-6373-0970</externalLink>)<br /><searchLink fieldCode="AR" term="%22Appleton%2C+C%2E+J%2E%22">Appleton, C. J.</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Youth+%26+Society%22"><i>Youth & Society</i></searchLink>. 2024 56(1):67-93.
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  Data: 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
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  Data: 27
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  Data: National Science Foundation (NSF), Division of Research on Learning in Formal and Informal Settings (DRL)<br />National Institutes of Health (NIH) (DHHS)
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  Data: <searchLink fieldCode="EL" term="%22High+Schools%22">High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22High+Schools%22">High Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Race%22">Race</searchLink><br /><searchLink fieldCode="DE" term="%22Equal+Education%22">Equal Education</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Structure%22">Social Structure</searchLink><br /><searchLink fieldCode="DE" term="%22Power+Structure%22">Power Structure</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Characteristics%22">Student Characteristics</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Characteristics%22">Teacher Characteristics</searchLink><br /><searchLink fieldCode="DE" term="%22Institutional+Characteristics%22">Institutional Characteristics</searchLink><br /><searchLink fieldCode="DE" term="%22Longitudinal+Studies%22">Longitudinal Studies</searchLink>
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  Data: <searchLink fieldCode="SU" term="%22High+School+Longitudinal+Study+of+2009+%28NCES%29%22">High School Longitudinal Study of 2009 (NCES)</searchLink>
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  Data: 10.1177/0044118X221138878
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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.
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      – SubjectFull: Equal Education
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      – SubjectFull: Teacher Characteristics
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      – SubjectFull: Longitudinal Studies
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