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Delineating Differences in How US High Schools are Racialized.

Dara Shifrer1, C J Appleton2

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Racial inequities in US high schools are primarily driven by structural factors like student demographics and school sector, not by typical measures like teacher qualifications or course offerings.

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achievement disparitiescurriculumraceschoolssegregationsocial contextteacherstracking

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Area of Science:

  • Sociology of Education
  • Educational Equity Research
  • Quantitative Sociology

Background:

  • Traditional research on racial inequity in schools focuses on explicit practices.
  • Implicit factors, including institutional and structural inequalities, are increasingly recognized as key drivers of racial disparities.
  • Existing frameworks, such as Ray's concept of racialized organizations, highlight how societal racial hierarchies become embedded within institutions.

Purpose of the Study:

  • To investigate the primary drivers of racialization in US high schools.
  • To determine whether explicit school practices or underlying structural inequities are more salient in perpetuating racial disparities.
  • To assess the effectiveness of commonly emphasized interventions for closing racial gaps.

Main Methods:

  • Utilized cluster analysis techniques on data from the High School Longitudinal Study of 2009.
  • Analyzed a comprehensive dataset including school, teacher, and student characteristics.
  • Focused on identifying salient differentiators in the racialization of high schools.

Main Results:

  • Structural inequities, such as student body composition, school sector, and average student achievement, were the most significant factors in differentiating the racialization of US high schools.
  • Characteristics often highlighted for addressing educational inequities, including teacher qualifications, course offerings, and stratification practices, did not emerge as significant differentiators across schools.
  • The findings challenge conventional approaches that emphasize school-level and teacher-level interventions.

Conclusions:

  • Racialization in US high schools is predominantly shaped by deep-seated structural inequities rather than explicit school policies or teacher-focused attributes.
  • Efforts to close racial inequities in education may need to shift focus from school-specific characteristics to broader structural factors.
  • Understanding and addressing the role of structural inequalities is crucial for achieving genuine educational equity.