黑人和白人美国人的教育经历中的种族,性别和队列差异
Katrina M Walsemann1, Calley E Fisk2, Mateo P Farina3
1School of Public Policy and Maryland Population Research Center, University of Maryland, College Park.
Population research and policy review
|August 29, 2024
概括
美国的教育经验因群体而异,随着时间的推移,资源和整合的改善. 然而,教育中的种族不平等仍然存在,这可能会影响老年人的老龄化经历.
科学领域:
- 教育社会学教育的社会学
- 老年学是一门学科.
- 教育历史教育历史
背景情况:
- 美国教育在20世纪初到20世纪中叶经历了重大的联邦和司法变革.
- 这些教育转变可能会影响老龄化经验,特别是关于种族,性别和队列的经验,但这是未充分记录的.
- 老年人的教育历史对于理解不同的衰老轨迹至关重要.
研究的目的:
- 提供有关1915年至1977年期间参加小学或中学教育的美国成年人的教育经验的描述性数据.
- 检查教育经验如何因种族,性别和群体而有所不同.
- 确定教育不平等与老龄化经验差异之间的潜在联系.
主要方法:
- 利用了来自健康和退休研究 (HRS) 的数据,这是一项具有全国代表性的前性研究.
- 采用生活史邮件调查 (LHMS) 来收集详细的学校历史和经验.
- 样本包括10,632名非西班牙裔白人和非西班牙裔黑人成年人,他们在美国完成了大部分学业.
主要成果:
- 教育经验在各个队伍中存在差异,不论种族或性别,随着时间的推移,课程提供,学习支持和学校整合都增加了.
- 1948年以后出生的群体在大学预科和外语课程上有更高的入学率,并诊断出学习差异.
- 教育中的性别差异在白人成年人中持续存在,但对黑人成年人来说是最小的;在教育中的种族不平等在很大程度上仍然存在于队列中.
结论:
- 教育经验在连续的队列中演变,资源和整合有了显著的改进.
- 教育中的持续种族不平等可能导致不同人口群体在老龄化经历中观察到的差异.
- 了解历史教育背景对于解决当代老龄化不平等问题至关重要.
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