Educational Access and the State: Historical Continuities and Discontinuities in Racial Inequality in American Education

Walters, Pamela Barnhouse

doi:10.2307/2673252

Cited by 74 publications

(42 citation statements)

References 41 publications

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“…Likewise, individuals from all levels of family status perceived that it was instrumental lowering illiteracy in their family. These findings were in contrast with those of Stinson (2011) and Walters (2001) in that the lack of income and access to resources to the parents equals a lack of resources to the children making it more difficult to equally educate all children.…”

Section: Discussioncontrasting

confidence: 54%

Looking at Stratification in Education Through a Modern Day Prism

Gallo

2016

ASSRJ

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The purpose of this research is to investigate the perception of community members' family status and its impact on education, personal wealth, income, job opportunities, generational inequality, illiteracy, technology, free or reduced lunchprogram, and child's attendance at a high poverty school. These implications will be discussed through the theoretical perspectives of Max Weber's Theory of Stratification. A survey design was used to collect and analyze the data. Two hundred twenty two participants elected to participate in this study. The results revealed that there were statistically significant differences between community members' family status and income level. Furthermore, there were statistically significant differences between the community members' education level and their association with a friend or relative with a criminal background.

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Section: Discussioncontrasting

confidence: 54%

Looking at Stratification in Education Through a Modern Day Prism

Gallo

2016

ASSRJ

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“…Rather, it is intended ostensibly to equalize attainment, reducing disparities between the disadvantaged and advantaged (Mills 1998;Roueche et al 2001). This function is made all the more important by the fact that the funding structure of public primary and secondary education (based, in part, on local taxes) ensures substantial inequities in the quality of education provided to students (Cohen and Johnson 2004;Condron and Roscigno 2003;Walters 2001). Thus, remediation is, by definition, a ''remedy'' intended to restore opportunity to those who otherwise may be relegated to meager wages, poor working conditions, and other consequences of socioeconomic marginalization (Day and McCabe 1997;Roueche and Roueche 1999).…”

Section: Situating Postsecondary Remediationmentioning

confidence: 99%

Does Mathematics Remediation Work?: A Comparative Analysis of Academic Attainment among Community College Students

2008

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Postsecondary remediation is a controversial topic. On one hand, it fills an important and sizeable niche in higher education. On the other hand, critics argue that it wastes tax dollars, diminishes academic standards, and demoralizes faculty. Yet, despite the ongoing debate, few comprehensive, large-scale, multi-institutional evaluations of remedial programs have been published in recent memory. The study presented here constitutes a step forward in rectifying this deficit in the literature, with particular attention to testing the efficacy of remedial math programs. In this study, I use hierarchical multinomial logistic regression to analyze data that address a population of 85,894 freshmen, enrolled in 107 community colleges, for the purpose of comparing the long-term academic outcomes of students who remediate successfully (achieve college-level math skill) with those of students who achieve college-level math skill without remedial assistance. I find that these two groups of students experience comparable outcomes, which indicates that remedial math programs are highly effective at resolving skill deficiencies.

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“…These factors are particularly important in explaining the lower educational and socioeconomic achievement of African Americans in American society (Lieberson 1980, Duncan 1969, Walters 2001. For the first six decades of the twentieth century, African Americans had to confront state sponsored segregation (including public education) in the South and defacto segregation and informal color bars throughout the country.…”

Section: Theories Of Ethnic Inequality In Educational Attainmentmentioning

confidence: 99%