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Contextual Origins of Black-White Educational Disparities in the 21st Century: Evaluating Long-Term Disadvantage Across Three Domains.

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Title: Contextual Origins of Black-White Educational Disparities in the 21st Century: Evaluating Long-Term Disadvantage Across Three Domains.
Authors: Michelmore, Katherine, Rich, Peter
Source: Social Forces. Apr2023, Vol. 101 Issue 4, p1918-1947. 30p.
Subjects: Race discrimination in education, Discrimination in education, Educational equalization, Black children
Geographic Terms: Michigan
Abstract: How much do black-white educational disparities reflect differences in family, school, and neighborhood contexts? We use 16 years of statewide student administrative data from Michigan to update this classic sociological question with attention to observed racial differences in the duration of exposure to contextual disadvantage. We show that a longitudinal measure of family economic disadvantage explains significantly more of the black-white gap in test scores, high school completion, and college entry than a cross-sectional measure commonly used in education research. Racial differences in school context—much more than differences in neighborhood context—explain a large portion of remaining black-white educational disparities. Controlling for black-white differences in exposure to disadvantage across all three contexts reduces 8th and 11th grade test score gaps by over 60% and completely reverses educational attainment gaps, revealing a black net advantage. Our results demonstrate the need to incorporate longitudinal measures in educational administrative data and suggest that schools play a substantial role, after family disadvantage, in the persistence of racial educational inequality. More broadly, our study amplifies the argument that undoing systemic racism will require a confrontation with the deep contextual roots of black-white inequality in the 21st century. [ABSTRACT FROM AUTHOR]
Copyright of Social Forces is the property of Oxford University Press / USA 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.)
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  Data: Contextual Origins of Black-White Educational Disparities in the 21st Century: Evaluating Long-Term Disadvantage Across Three Domains.
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  Data: <searchLink fieldCode="JN" term="%22Social+Forces%22">Social Forces</searchLink>. Apr2023, Vol. 101 Issue 4, p1918-1947. 30p.
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  Data: <searchLink fieldCode="DE" term="%22Race+discrimination+in+education%22">Race discrimination in education</searchLink><br /><searchLink fieldCode="DE" term="%22Discrimination+in+education%22">Discrimination in education</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+equalization%22">Educational equalization</searchLink><br /><searchLink fieldCode="DE" term="%22Black+children%22">Black children</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Michigan%22">Michigan</searchLink>
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  Label: Abstract
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  Data: How much do black-white educational disparities reflect differences in family, school, and neighborhood contexts? We use 16 years of statewide student administrative data from Michigan to update this classic sociological question with attention to observed racial differences in the duration of exposure to contextual disadvantage. We show that a longitudinal measure of family economic disadvantage explains significantly more of the black-white gap in test scores, high school completion, and college entry than a cross-sectional measure commonly used in education research. Racial differences in school context—much more than differences in neighborhood context—explain a large portion of remaining black-white educational disparities. Controlling for black-white differences in exposure to disadvantage across all three contexts reduces 8th and 11th grade test score gaps by over 60% and completely reverses educational attainment gaps, revealing a black net advantage. Our results demonstrate the need to incorporate longitudinal measures in educational administrative data and suggest that schools play a substantial role, after family disadvantage, in the persistence of racial educational inequality. More broadly, our study amplifies the argument that undoing systemic racism will require a confrontation with the deep contextual roots of black-white inequality in the 21st century. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Social Forces is the property of Oxford University Press / USA 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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        Value: 10.1093/sf/soac098
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        Text: English
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        PageCount: 30
        StartPage: 1918
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      – SubjectFull: Race discrimination in education
        Type: general
      – SubjectFull: Discrimination in education
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      – SubjectFull: Educational equalization
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      – SubjectFull: Black children
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      – SubjectFull: Michigan
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              Text: Apr2023
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              Y: 2023
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