Racial Achievement Gaps in Another America: Discussing Schooling Outcomes and Affirmative Action in Brazil

Madeira, Ricardo; Rangel, Marcos A.

doi:10.1007/978-94-007-4357-1_7

Cited by 2 publications

(2 citation statements)

References 17 publications

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“…Despite the diversity of population around the world, one consistent finding from an extensive body of research on race/ethnicity inequality in education across nations is that the students that belong to the ethnic majority of a particular country, for example Whites in the United States and Brazil or Chinese in Singapore, typically outperform their peers from the ethnic minority in standardized assessments (e.g., Madeira and Rangel 2014;Magnuson and Waldfogel 2008). In terms of educational inequality by SES, the achievement gap favoring children from more affluent families is also one of the most consistent conclusions in the literature across time and context (e.g., Clark 2014;Coleman et al 1966;Reardon 2011).…”

Section: Achievement Gaps In International Perspectivementioning

confidence: 97%

Patterns and trends in achievement gaps in Malaysian Secondary Schools (1999–2011): gender, ethnicity, and socioeconomic status

Saw

2015

Educ Res Policy Prac

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Educational inequality is a highly debated yet empirically understudied topic in Malaysia. This paper examines the patterns and trends of academic achievement gaps by student social groups in Malaysia, drawing upon nationally representative data for the most recent four cohorts (1999, 2003, 2007, and 2011) of eighth-grade Malaysian students from the Trends in International Mathematics and Science Study. Results show that while the achievement gaps by gender (female vs. male) and ethnicity (Malay vs. non-Malay) existed at various time points and have changed over time, the magnitudes of change were small. Most alarmingly, the achievement gaps both in math and in science between students from high and low socioeconomic families have rapidly widened and became more prominent than gender and ethnicity gaps in recent years. If this trend continues, it will have dire consequences for economic equality and social stability in the society. To reduce educational achievement gaps, policymakers and educators should play a more active role in supporting academically disadvantaged students, especially those who are from underprivileged backgrounds.

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Section: Achievement Gaps In International Perspectivementioning

confidence: 97%

Patterns and trends in achievement gaps in Malaysian Secondary Schools (1999–2011): gender, ethnicity, and socioeconomic status

Saw

2015

Educ Res Policy Prac

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“…We do this because it is known that racial disparities are persistent and pronounced in Brazil. Among many other areas, these differences are present in the education and schooling of individuals (Madeira & Rangel (2014)), as well as in the labor market and remuneration (Firpo et al (2021)). The recent racial literature brings evidence that some of this difference stems from discrimination (Botelho et al (2015); Bertrand & Mullainathan (2004); Quillian et al (2017)).…”

Section: Contents 1 Introductionmentioning

confidence: 99%

Racial gaps in intergenerational mobility and school factors: evidence from the State of São Paulo

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Gostaria de expressar meu especial agradecimento e apreço ao meu orientador, professor Dr. Ricardo de Abreu Madeira, por ter sido um mentor excelente não só nessa árdua trajetória que é a produção de um artigo científico, como também por seus conselhos sobre minha carreira profissional. Agradeço pela sua paciência, transmissão de conhecimento, por incentivar a produção da minha pesquisa e me permitir crescer como pesquisadora. Agradeço ao professor Dr. Marcos de Almeida Rangel, pelas excelentes contribuições e comentários para esta pesquisa.Aos meus pais, por me darem força e coragem para seguir meus sonhos, por me proporcionarem os meios necessários para concluir essa etapa e por todo apoio durante esse processo. Ao meu querido irmão, Marcelo, por toda companhia, parceria e irmandade. Aos meus avós, por todo apoio e carinho.Aos meus queridos amigos da USP, por tornarem essa trajetória mais leve e feliz. À minha grande parceira e amiga, Isadora, por ser um exemplo de mulher forte e inteligente em um ambiente majoritariamente masculino, como também por toda sua empatia, amor e acolhimento durante esse processo. Aos meus amigos, Caio, Matheus e José, por todas as risadas, desabafos e trocas acadêmicas e profissionais.Um agradecimento especial às minhas amigas, mulheres que andam de mãos dadas comigo durante toda a minha jornada, por acreditarem no meu potencial, quando eu mesma não acreditei, por me darem colo, amor e muita força e coragem para seguir essa trajetória.Por fim, gostaria de agradecer aos membros do meu comitê de dissertação pelo tempo e interesse que dedicaram a este projeto. E à Faculdade de Economia e Administração da Universidade de São Paulo e aos seus colaboradores pela sua excelência educacional.O presente trabalho foi realizado com apoio da Fundação ao Instituto de Pesquisas Econômicas (Fipe) e da Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES). Agradeço a ambas as organizações por seu apoio financeiro.

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Racial Achievement Gaps in Another America: Discussing Schooling Outcomes and Affirmative Action in Brazil

Cited by 2 publications

References 17 publications

Patterns and trends in achievement gaps in Malaysian Secondary Schools (1999–2011): gender, ethnicity, and socioeconomic status

Patterns and trends in achievement gaps in Malaysian Secondary Schools (1999–2011): gender, ethnicity, and socioeconomic status

Racial gaps in intergenerational mobility and school factors: evidence from the State of São Paulo

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