Delineating Differences in How US High Schools are Racialized

Dados Bibliográficos

ID2329503
AutoresDara Shifrer (0000-0002-6373-0970, Portland State University, OR, USA, autor correspondente), Cj Appleton (0000-0003-1484-3175, George Mason University, Fairfax, VA, USA)
Ano2024
Volume56
Fascículo1
Páginas67-93
Data de publicação2024-01-01
Peer ReviewedSim
Open AccessSim
TipoARTICLE
PeriódicoYouth & Society (JOURNAL)
Identificadores do periódicoISSN: 0044-118X • E-ISSN: 1552-8499
EditoraSAGE Publications Inc (PUBLISHER)
DOI10.1177/0044118x221138878
PMID38031534
OpenAlexW4313287855
IdiomaEN
Citações recebidas4
Referências citadas75

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

Critical race theory · Desegregation · Inequality · Political science · Race (biology) · Racialization · Racism · Salient · Sociology · Critical Race Theory in Education · Education Discipline and Inequality · Gender Studies · Public Administration · School Choice and Performance