Sociodemographic correlates of virginity in seventh-grade black and Latino students

1999 ◽  
Vol 24 (5) ◽  
pp. 304-312 ◽  
Author(s):  
Tina R Raine ◽  
Renee Jenkins ◽  
Sigrid J Aarons ◽  
Kathy Woodward ◽  
Johnnie L Fairfax ◽  
...  
Keyword(s):  
Latino Students ◽  
Seventh Grade ◽  
Sociodemographic Correlates ◽  
Black And Latino

Participation and Degree Attainment of African-American and Latino Students in Graduate Education Relative to Other Racial and Ethnic Groups: An Update from Office of Civil Rights Data

1992 ◽  
Vol 62 (1) ◽  
pp. 45-66 ◽  
Author(s):  
Gail Thomas
Keyword(s):  
Higher Education ◽  
Civil Rights ◽  
Latino Students ◽  
Degree Attainment ◽  
Graduate Programs ◽  
The United States ◽  
Graduate Degrees ◽  
Engineering Mathematics ◽  
Education Administrators ◽  
Black And Latino

In this article, Gail Thomas uses 1988-1989 degree completion data from the U.S. Department of Education's Office of Civil Rights Survey to track the number of Black and Latino students awarded graduate degrees in engineering, mathematics, and science by U.S. institutions of higher education. Her study reveals the severe underrepresentation of Black and Latino students in graduate programs in these fields. Given the changing racial composition of the United States and projected shortages of science and engineering professionals and faculty by the year 2010, Thomas's findings challenge higher education administrators and policymakers to examine and correct the conditions that hinder the participation of U.S.-born minorities in science, mathematics, and engineering graduate programs and professions.

School Segregation and Resegregation in Charlotte and Raleigh, 1989-2010

2016 ◽  
Vol 32 (1) ◽  
pp. 3-54 ◽  
Author(s):  
Jennifer B. Ayscue ◽  
Genevieve Siegel-Hawley ◽  
John Kucsera ◽  
Brian Woodward
Keyword(s):  
Education Reform ◽  
White Students ◽  
Latino Students ◽  
Suburban School Districts ◽  
Segregated Schools ◽  
Poor Students ◽  
Wake County ◽  
Cross Case Analysis ◽  
Future Education ◽  
Black And Latino

Desegregated schools are linked to educational and social advantages whereas myriad harms are connected to segregated schools, yet the emphasis on school desegregation has recently receded in two North Carolina city-suburban school districts historically touted for their far-reaching efforts: Charlotte and Raleigh. In this article, we use cross-case analysis to explore segregation outcomes associated with policy changes by analyzing enrollment and segregation trends from 1989 to 2010 in metro Charlotte and metro Raleigh. Both Charlotte-Mecklenburg and Wake County school systems are experiencing a growing share of intensely segregated schools, decreasing exposure of Black and Latino students to White students, disproportionately large exposure of Black and Latino students to poor students, and an increase in segregated charters. Segregation in the districts surrounding Charlotte-Mecklenburg and Wake County is less extreme. An understanding of how policies have contributed to segregation patterns in both metros informs future education reform efforts.

State Bans on Affirmative Action and Talent Loss Among Blacks and Latinos in the United States

2020 ◽  
Vol 43 (2) ◽  
pp. 58-76
Author(s):  
Amy Lutz ◽  
Pamela R. Bennett ◽  
Rebecca Wang
Keyword(s):  
United States ◽  
Longitudinal Study ◽  
Affirmative Action ◽  
Latino Students ◽  
The United States ◽  
Postsecondary Institutions ◽  
National Data ◽  
Selective College ◽  
Selective Colleges ◽  
Black And Latino

Although affirmative action in college admissions is constitutionally permissible, several states prohibit it. We investigate whether bans push black and Latino students from in-state public selective colleges to other types of postsecondary institutions, thus contributing to talent loss among these groups. Unlike most other studies, we analyze national data (the High School Longitudinal Study of 2009) so that we can follow students across state lines. We find no evidence that students from ban states shift from one type of selective college to another; that is, from in-state public flagships to in-state private ones or selective colleges in other states. However, the odds of attending a nonselective college, instead of an in-state public selective college, are almost three times higher among blacks and Latinos in ban states compared with their counterparts in states without bans. We argue that bans on affirmative action may contribute to talent loss among black and Latino students.

scholarly journals Peer Victimization and School Adjustment Among Ethnically Diverse Middle School Students: Does Ethnic Ingroup Representation Matter?

2018 ◽  
Vol 39 (4) ◽  
pp. 499-519 ◽  
Author(s):  
Guadalupe Espinoza ◽  
Hannah Schacter ◽  
Jaana Juvonen
Keyword(s):  
Peer Victimization ◽  
Asian American ◽  
Latino Students ◽  
School Adjustment ◽  
Ethnically Diverse ◽  
Latino Youth ◽  
Sixth Grade ◽  
School Outcomes ◽  
Seventh Grade ◽  
School Students

Although research has shown that peer victimization is related to negative school outcomes, whether ethnic ingroup size alters victimization-adjustment links is unclear. This study examines whether smaller ethnic ingroup representation amplifies the negative associations between peer victimization and school adjustment. We also examine whether ingroup representation may be more salient for some ethnic groups than others. The ethnically diverse sample includes 4,577 students from 26 schools spanning from the fall of sixth grade to spring of seventh grade (41% Latino, 26% White, 17% Asian American, 16% African American). An interaction between victimization and ethnic ingroup representation emerged only among Latino students. Latino youth victimized in the sixth grade, who attended a school with fewer same-ethnic peers, showed increases in negative seventh-grade climate perceptions and decreases in engagement. Our findings highlight that for Latino youth, ethnic ingroup representation is an important factor to consider when examining the school-related adjustment of victimized youth.

scholarly journals Segregation within integrated schools: Racially disproportionate student-teacher assignments in middle school

2020 ◽  
Vol 28 ◽  
pp. 170
Author(s):  
Tracey A. Benson ◽  
Amber Bryant ◽  
Tuba Gezer
Keyword(s):  
Middle School ◽  
Latino Students ◽  
Effective Means ◽  
Racial Segregation ◽  
Teaching Experience ◽  
Experienced Teachers ◽  
Middle School Math ◽  
Teacher Student ◽  
Negative Impacts ◽  
Black And Latino

Racial segregation has been an ongoing issue in American education and one of the leading contributors to the racial achievement gap. Prior to the Brown v. Board decision of 1954, Black Americans were legally relegated to substandard schools and educational opportunities. Post-Brown, racial segregation continues to manifest as a result of de facto segregation and second-generation segregation. Moreover, the predominantly White teaching force – a negative consequence of desegregation – has been linked to poorer outcomes for Black and Latino students. Our study examines trends in racially disproportionate assignment of Black and Latino students to less experienced teachers than their White counterparts. Specifically, our analysis illustrates statistically significant trends in the assignment of less experienced teachers to Black and Latino students in middle school math over several years. This analysis contributes to the recent research phenomenon of measuring the cumulative pattern of racially disproportionate teacher-student assignments over time as a particularly effective means of understanding the effects of systematic and sustained inequalities on academic achievement. Across several grades and content areas of instruction, we found that the race of students was related to the teaching experience of their teachers. Our findings illustrate the negative impacts of racial segregation on students of color and supports the need for more intervention and administrative intentions regarding teacher-student assignments and racial equity in schools.

Leadership

2018 ◽  
Vol 99 (8) ◽  
pp. 72-73
Author(s):  
Joshua P. Starr
Keyword(s):  
Latino Students ◽  
Asian Students ◽  
Montgomery County ◽  
Suspension Rates ◽  
Student Suspension ◽  
Teachers And Students ◽  
Black And Latino

Questions about student suspension rates require educators to balance the fact that students’ misbehavior can disrupt their classmates learning with the reality that schools tend to punish Black and Latino students more harshly than White and Asian students. Joshua Starr describes how he confronted this problem in Montgomery County not by setting a numerical goal for reducing suspensions but by encouraging educators to look at the data and find ways to improve relationships between teachers and students.

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