The racial gap in education and the legacy of slavery

Bertocchi, Graziella; Dimico, Arcangelo

doi:10.1016/j.jce.2012.04.001

Cited by 46 publications

(54 citation statements)

References 38 publications

(28 reference statements)

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“…The transmission of human capital is therefore the link between slavery and current racial gaps in schooling attainment, which confirms that the origins of educational inequality are indeed very deeply rooted in the history of this country [1], [4].…”

Section: Slavery In the Ussupporting

confidence: 54%

“…This has had a significant impact on affirmative action laws and the consequent removal of racial discrimination. The evidence supporting the relevance of the racial discrimination channel is weaker than that collected for the education channel [4]. However, since racial discrimination can manifest itself not only in the labor market, but also in the school system, it is difficult to disentangle its separate influence from human capital.…”

Section: Limitations and Gapsmentioning

confidence: 88%

“…For the state-level data (see illustration on p.1), empirical estimates of the determinants of racial educational inequality during the period 1940-2000 confirm a causal effect of historical slavery. This effect continues through from its influence on the initial gap, both at the high school and bachelor level [4]. In other words, those states that relied more intensively on the use of slave labor in 1860 still exhibited larger contemporary racial disparities in education in 2000, through a channel that is represented by the initial gap in attainment.…”

Section: Slavery In the Usmentioning

confidence: 99%

“…The next generations of the descendants from African slaves, initially still located mostly in the south, were able to complete far fewer years of schooling than white people. They also had access to racially segregated public schools, which provided a qualitatively inferior education in comparison to what was available to white people [4]. By 1940, as a result of the combination of low educational attainment and inferior educational quality, the racial gap was still very wide.…”

Section: Evidence On Human Capital Accumulation By Racementioning

confidence: 99%

“…Overall, the evidence on the evolution of racial educational differences points to long-term convergence, but also to the persistence of disparities along racial lines [4]. This takes into account a wide number of dimensions, such as literacy rates, years of educational attainment, spending per pupil and returns to literacy.…”

Section: Persistence Of Racial Education Inequalitymentioning

confidence: 99%

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Slavery, racial inequality, and education

Bertocchi¹

2014

izawol

Self Cite

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Section: Slavery In the Ussupporting

confidence: 54%

Section: Limitations and Gapsmentioning

confidence: 88%

Section: Slavery In the Usmentioning

confidence: 99%

Section: Evidence On Human Capital Accumulation By Racementioning

confidence: 99%

Section: Persistence Of Racial Education Inequalitymentioning

confidence: 99%

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Slavery, racial inequality, and education

Bertocchi¹

2014

izawol

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A mixed methods examination of teachers' use of bias‐reduction strategies to increase relational equity and the role of the implementation context

Gaias,

Duong,

Corbin

et al. 2024

Psychology in the Schools

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Teachers' racial biases can impact disparities in their perceptions and expectations of students and contribute to inequitable student outcomes. Therefore, interventions that train teachers on strategies for reducing racial biases may hold promise for mitigating inequities. However, research on bias‐reduction interventions in applied contexts is limited and has not focused on examining the implementation of specific strategies or the implementation context. In this study, we used mixed methodology to examine the extent to which teachers (n = 43) use four bias‐reduction strategies, called equity levers (i.e., seeking commonalities, gaining perspective, gathering facts to disprove assumptions, and knowing your vulnerabilities), which are embedded into a student–teacher relationship intervention called Equity‐Explicit Establish‐Maintain‐Restore. In addition, we explored whether any features of the school context support or hinder their implementation of these strategies. We found that teachers implemented the four equity levers and reported increased implementation of these strategies over time. We found quantitative and qualitative evidence of the importance of a strong implementation climate for supporting teachers' use of the equity levers, where teachers collectively value implementing the program and collaborating with one another. This study has implications for both the promise of four specific strategies that can be incorporated into other teacher training to reduce racial bias as well as the importance of establishing strong contextual supports to ensure the successful implementation of equity‐focused strategies.

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Still We Rise: Struggle, Strength, Survival, and Success

Esnard

Cobb‐Roberts

2018

Black Women, Academe, and the Tenure Process in the United States and the Caribbean

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The racial gap in education and the legacy of slavery

Cited by 46 publications

References 38 publications

Slavery, racial inequality, and education

Slavery, racial inequality, and education

A mixed methods examination of teachers' use of bias‐reduction strategies to increase relational equity and the role of the implementation context

Still We Rise: Struggle, Strength, Survival, and Success

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