Leveraging the State: Private Money and the Development of Public Education for Blacks

Strong, David W.; Walters, Pamela Barnhouse; Driscoll, Brian S.; Rosenberg, Scott

doi:10.2307/2657541

Cited by 12 publications

(8 citation statements)

References 60 publications

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“…al. (2002) demonstrate that philanthropic dollars do not appear to have been very fungible in this sense, and thus black children benefited substantially from the efforts of the philanthropists (see also Strong, Walters, Driscoll, and Rosenberg 2000). In terms of our model, improvements in black school quality financed by philanthropic efforts increased the economic benefits of black school attendance.…”

Section: Applying the Model: An Analytic Narrativementioning

confidence: 78%

Historical Perspectives on Racial Differences in Schooling in the United States

Collins¹,

Margo²

2003

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African-Americans entered the post-Civil War era with extremely low levels of exposure to schooling. Relying primarily on micro-level census data, we describe racial differences in literacy rates, school attendance, years of educational attainment, age-in-grade distributions, spending per pupil, and returns to literacy since emancipation, with emphasis on the pre-1960 period. The overwhelming theme is one of educational convergence, despite overt discrimination for much of the period studied, and subject to several qualifications. We interpret this theme in light of a simple model of educational attainment.

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Section: Applying the Model: An Analytic Narrativementioning

confidence: 78%

Historical Perspectives on Racial Differences in Schooling in the United States

Collins¹,

Margo²

2003

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“…A third is to demonstrate the utility of explicitly political and historical approaches to the sociology of education. We are not the first to do this: Others have used political and historical approaches to connect education with US state formation (Steffes 2012), racial formation (Malczewski 2016, Strong et al 2000), state-level political institutions ( Johnston 2014), and tax politics (Schrag 1998;Martin 2008), for example. Yet sociologists of higher education have not fully exploited the intellectual tools of political and historical sociology.…”

Section: Introductionmentioning

confidence: 97%

Association, Service, Market: Higher Education in American Political Development

Stevens

Gebre-Medhin

2016

Annu. Rev. Sociol.

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US higher education has enjoyed growing attention from social scientists and historians. We integrate recent scholarship by framing a political and historical sociology of the sector and we show how higher education has been central to projects of nation building and social provision throughout the course of American political development. US higher education has three institutional configurations: an associational one, defined by voluntary intramural organizations; a national service one, defined by massive government patronage; and a market one, defined by competition for students, patrons, and prestige. Continuity and change over time may be understood with the theoretical tools of historical sociology: path dependence, coalescence, and robust action. Our review substantiates assertions of deep turbulence in US higher education at present and calls for a closer integration of scholarship on state building and social stratification to inform the future.6.1

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“…In this respect, the imagery of nonprofits as entities located in some distinctive "third sector" (for a critique, see Hall in this volume) is particularly disabling for understanding innovation as a product of the transposition of association or professional models to political mobilization (Clemens 1993;Moore 1996) or "leveraging the state" with the resources and practices of philanthropic foundations (Strong et al 2000). Here again, appreciation of the polyvalent quality of many nonprofit organizations and associations is central to understanding their political salience.…”

Section: Ideas Innovations and Exemplarsmentioning

confidence: 99%

“…These efforts were initially viewed with suspicion; indeed, many states 4 The study of social movement philanthropy (Jenkins 1998;Ostrander 1995) represents an important exception to this generalization. For example, in the post-Reconstruction South, money from the Rosenwald Fund aided disenfranchised blacks in "leveraging the state" to expand public education for black children (Strong et al 2000). 5 The complex taxonomies of organizational form also plague efforts to integrate research on social movements with the study of formal political institutions-the discontinuity between the two is often overstated by the use of distinctive analytic vocabularies (Burstein 1998).…”

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confidence: 99%