How Changes in Families and Schools Are Related to Trends in Black-White Test Scores

Berends, Mark; Lucas, Samuel R.; Peñaloza, Roberto V.

doi:10.1177/003804070808100401

Cited by 54 publications

(43 citation statements)

References 32 publications

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“…This effect is opposite in direction from the overall negative association typically observed between minority presence and academic outcomes (Berends et al 2008;), and it complicates any simple reading of that overall association. Researchers typically speculate that the estimated negative effects of school minority presence are related to peer influence mechanisms, with lessprepared peers especially harming African American students' progress in school ).…”

Section: The Effects Of School Racial Context Operate Through the Psymentioning

confidence: 96%

Threat in Context

et al. 2014

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Schools with very few and relatively low-performing marginalized students may be most likely to trigger social identity threats (including stereotype threats) that contribute to racial disparities. We test this hypothesis by assessing variation in the benefits of a self-affirmation intervention designed to counteract social identity threat in a randomized trial in all 11 middle schools in Madison, Wisconsin. We find that school context moderates the benefits of self-affirmation for black and Hispanic students' grades, with partial support among standardized achievement outcomes. Self-affirmation reduced the very large racial achievement gap in overall grade point average by 12.5 percent in high-threat school contexts and had no effect in low-threat contexts. These self-affirmation activities have the potential to help close some of the largest racial/ethnic achievement gaps, though only in specific school contexts.

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Section: The Effects Of School Racial Context Operate Through the Psymentioning

confidence: 96%

Threat in Context

et al. 2014

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“…Students taking the most advanced classes enjoy an elite position within this hierarchy, while others occupy parts of the distribution with less status. Among contemporary cohorts, there are virtually no gender differences in high school math course-taking, while minority youth, particularly males, remain less likely than majority peers to be in advanced level courses (Berends, Lucas, and Peñaloza 2008; Hyde et al 2008). We currently know nothing about the salience of stereotypes in classroom interactions in the different course levels that students occupy, but this is an issue worthy of being explored.…”

Section: Introductionmentioning

confidence: 99%

Exploring Bias in Math Teachers’ Perceptions of Students’ Ability by Gender and Race/Ethnicity

2012

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This study explores whether gender stereotypes about math ability shape high school teachers’ assessments of the students with whom they interact daily, resulting in the presence of conditional bias. It builds on theories of intersectionality by exploring teachers’ perceptions of students in different gender and racial/ethnic subgroups, and advances the literature on the salience of gender across contexts by considering variation across levels of math course-taking in the academic hierarchy. Utilizing nationally representative data from the Education Longitudinal Study of 2002 (ELS), analyses reveal that disparities in teachers’ perceptions of ability that favored white males over minority students of both genders are explained away by student achievement in the form of test scores and grades. However, we find evidence of a consistent bias against white females which, although relatively small in magnitude, suggests that teachers hold the belief that math is easier for white males than it is for white females. We also find some evidence of variation across course level contexts with regard to bias. We conclude by discussing the implications of our findings for research on the construction of gender inequality.

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“…rary segregation remains linked to the emergence and persistence of racial/ ethnic achievement disparities (Berends, Lucas, and Peñaloza 2008;Vigdor and Ludwig 2008;Condron 2009;Hanushek, Kain, and Rivkin 2009;Mickelson, Bottia, and Lambert 2013). Consequently, many continue to view school segregation as a problem worth solving.…”

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confidence: 99%

Closing Ranks: Closure, Status Competition, and School Segregation

Fiel

2015

American Journal of Sociology

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JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of content in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms of scholarship. For more information about JSTOR, please contact support@jstor.org.. The shift away from school desegregation policies toward marketbased reforms necessitates a deeper understanding of the social and institutional forces driving contemporary school segregation. The author conceptualizes school segregation as a mode of monopolistic closure amid status competition, where racial/ethnic groups compete for school-based status and resources. He tests the theory by analyzing primary and secondary school segregation throughout the United States from 1993 to 2010. Findings support the hypotheses that segregation increases with the salience of race/ethnicity and the decentralization of school systems, which fuels differentiation and provides incentives and opportunities to monopolize schools. Parallel findings for blackwhite, Hispanic-white, and black-Hispanic segregation suggest that a core set of processes drives school segregation as a general phenomenon.School segregation has been central to our efforts to understand and address racial/ethnic educational inequalities for decades. Evidence indicates that desegregation policies in the 1960s-80s reduced racial inequality by improving blacks' academic and socioeconomic outcomes (Dawkins and

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How Changes in Families and Schools Are Related to Trends in Black-White Test Scores

Cited by 54 publications

References 32 publications

Threat in Context

Threat in Context

Exploring Bias in Math Teachers’ Perceptions of Students’ Ability by Gender and Race/Ethnicity

Closing Ranks: Closure, Status Competition, and School Segregation

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