Does School Racial Composition Matter to Teachers: Examining Racial Differences in Teachers’ Perceptions of Student Problems

2018 ◽  
Vol 55 (7) ◽  
pp. 992-1020
Author(s):  
Matthew J. Martinez
Keyword(s):  
Racial Differences ◽  
Student Teacher ◽  
Nonlinear Models ◽  
School Level ◽  
Racial Composition ◽  
Full Spectrum ◽  
Teachers Perceptions ◽  
Teacher Race ◽  
Racial Background ◽  
Level Student

This study investigates how teachers’ perceptions of student problems are affected by school-level student/teacher racial compositions. Utilizing the full spectrum of student/teacher racial compositions, results from nonlinear models show that students, regardless of their individual racial background, will be evaluated partially on the racial composition of the school they attend. This conclusion holds irrespective of individual teacher race, although teacher racial identity influences the extent to which school composition matters. Findings suggest that White, but not Black or Hispanic, teachers are affected by teacher racial composition when making judgments about the severity of student problems.

scholarly journals Racial Disparities in Context: Student-, School-, and County-Level Effects on the Likelihood of Obesity among Elementary School Students

2017 ◽  
Vol 4 (2) ◽  
pp. 245-260
Author(s):  
Joy Rayanne Piontak ◽  
Michael D. Schulman
Keyword(s):  
Childhood Obesity ◽  
Racial Disparities ◽  
Racial Differences ◽  
The United States ◽  
School Level ◽  
Racial Composition ◽  
County Level ◽  
School Students ◽  
Logistic Regression Models ◽  
The Impact

Childhood obesity rates in the United States have risen since the 1980s and are especially high among racial minorities. Researchers document differentials in obesity rates by race, socioeconomic status, school characteristics, and place. In this study, the authors examine the impact of race on the likelihood of obesity at the student, school, and county levels and the interactions between student race and school racial composition. The data are from 74,661 third to fifth grade students in 317 schools in 38 North Carolina counties. Multilevel logistic regression models showed that racial differences in the likelihood of obesity persisted even when racial composition and socioeconomic disadvantage at the school level were controlled. The differences between white and nonwhite students slightly decreased once school-level measures were added. The magnitude of the effects of student-level race on the relative odds of obesity varied according to the racial composition of the school. These student- and school-level results held even when county-level race and socioeconomic variables were controlled. The results show that contextual factors at the school and county levels are important social determinants of racial disparities in the likelihood of childhood obesity.

How Teachers and Schools Contribute to Racial Differences in the Realization of Academic Potential

2012 ◽  
Vol 114 (7) ◽  
pp. 1-27 ◽  
Author(s):  
Tina Wildhagen
Keyword(s):  
African American ◽  
High School Students ◽  
Racial Differences ◽  
Hierarchical Linear Modeling ◽  
White Students ◽  
African American Students ◽  
School Level ◽  
Racial Gap ◽  
American Students ◽  
Academic Potential

Background/Context The fulfillment of academic potential is an underdeveloped area of inquiry as it relates to explaining racial differences in academic outcomes. Examining this issue is important for addressing not only differences in the typical outcomes for African American and White students but also the severe underrepresentation of African American students among the highest achieving students. Whereas other studies have operationalized lost academic potential as unfulfilled expectations for educational attainment, this study takes a different approach, measuring whether students earn higher or lower grades than the grades predicted by earlier tests of academic skills. Students whose grades are equal to or exceed those predicted by their earlier test scores are said to have fulfilled their academic potential, whereas those whose grades are lower than predicted have not realized their potential. Purpose/Objective/Research Question/Focus of Study This study finds that African American high school students are less likely than their White peers to realize their academic potential. The analyses test several explanations for the racial gap in the realization of academic potential, focusing on the students themselves, their teachers, and their schools. Research Design This study uses hierarchical linear modeling to analyze data from the Education Longitudinal Study of 2002. Conclusions/Recommendations The results suggest that teachers perceive African American students as exerting less classroom effort than White students, which accounts for a substantial proportion of the racial gap in unrealized academic potential, even with several student characteristics held constant. At the school level, there are larger racial gaps in unrealized academic potential in segregated schools and schools with strict disciplinary climates. Strikingly, the negative effect of strict disciplinary climate exists net of students’ own receipt of disciplinary actions. That is, the negative association between strict disciplinary climate and the realization of academic potential for African American students applies to African American students regardless of whether they themselves have been in trouble at school. This study reveals that characteristics of schools that lack immediately obvious racial implications, such as a school's approach to student discipline, may be just as harmful as overtly racialized inequality within and between schools.

scholarly journals El censo de 1950 en Guinea Española: la raza como categoría de recuento (la otredad absoluta en cuestión) / The 1950 census of Spanish Guinea: race as an enumerative category (absolute otherness in question).

2017 ◽  
pp. 533 ◽  
Author(s):  
Pablo Estévez Hernández
Keyword(s):  
Key Words ◽  
Racial Differences ◽  
Political Strategy ◽  
Economic Significance ◽  
Racial Background ◽  
Low Profile ◽  
Palabras Clave

Resumen: Al cambiar la disposición geopolítica tras 1898, España intenta articular un africanismo que permita justificar y valorar su presencia en las pocas colonias que le quedan en África. Este africanismo representaba una estrategia política que ofrecía una versión humanista de sus intereses en estas colonias, en principio sólo estratégico. El caso de Guinea ofrece una historia donde esta recreación tuvo reveses particulares, al no poder consolidar un origen racial que se pudiera poner en común. Pero, mientras fue cambiando el estatus de la colonia y al adquirir ésta nueva significación económica, la estrategia cambia y es capaz de disolver las anteriormente rígidas diferencias raciales dispuestas en documentos estadísticos. Este ensayo sigue los discursos que desde la antropología y las fuentes gubernamentales se dieron con respecto a la identidad indígena guineana, y a cómo fueron mutando las categorías para dar validez al sentido colonial: desde una categoría negativa y bajo el estereotipo de la “baja disposición al trabajo” a convertirse en seres asimilables y útiles para el propósito de la Nación. Igualmente, se pone énfasis en la confección de un censo colonial (1950) y su retroalimentación con los discursos antropológicos para poder captar la incisiva incursión colonial-administrativa y la re-presentación española en el terreno geopolítico. Palabras clave: Guinea Española, censo, raza, africanismo. Abstract: As the geopolitical disposition changed in 1898, Spain tried to articulate its Africanism as to justify and value its presence in the colonies left in Africa. This Africanism represented a political strategy that gave a humanist version of its own interests in the colonies. The case of Spanish Guinea brings up a story where this recreation have particular setbacks, as it was difficult to put together a common racial background. But, as the colony changed its status and economic significance, the strategy also changed, making it possible to dissolve the prior, rigid, racial differences deployed in statistic documents. This essay follows the discourses made from anthropology and governmental archives on indigenous Guinean identity, and studies how categories were mutating categories as to accept the colonial role of the Nation: from negative categories based on stereotypes of low profile for labor to assimilation and usefulness. The paper in centered on the confection of a colonial census (1950) and its feedback with anthropological discourses as to capture the colonial-administrative incursion and the representation of the Spanish in the geopolitical arena. Key words: Spanish Guinea, census, race, Africanism.

Theorizing Gentrification as a Process of Racial Capitalism

2021 ◽  
pp. 153568412110547
Author(s):  
Zawadi Rucks-Ahidiana
Keyword(s):  
United States ◽  
Middle Class ◽  
Racial Differences ◽  
Low Income ◽  
The United States ◽  
Racial Composition ◽  
Qualitative And Quantitative ◽  
Racial Capitalism ◽  
Quantitative Studies ◽  
Prior Literature

Academics largely define gentrification based on changes in the class demographics of neighborhood residents from predominately low-income to middle-class. This ignores that gentrification always occurs in spaces defined by both class and race. In this article, I use the lens of racial capitalism to theorize gentrification as a racialized, profit-accumulating process, integrating the perspective that spaces are always racialized to class-centered theories. Using the prior literature on gentrification in the United States, I demonstrate how the concepts of value, valuation, and devaluation from racial capitalism explain where and how gentrification unfolds. Exposure to gentrification varies depending on a neighborhood’s racial composition and the gentrification stakeholders involved, which contributes to racial differences in the scale and pace of change and the implications of those changes for the processes of displacement. Revising our understanding of gentrification to address the racialization of space helps resolve seemingly contradictory findings across qualitative and quantitative studies.

Elementary School Social Climate and School Achievement

1978 ◽  
Vol 15 (2) ◽  
pp. 301-318 ◽  
Author(s):  
Wilbur B. Brookover ◽  
John H. Schweitzer ◽  
Jeffrey M. Schneider ◽  
Charles H. Beady ◽  
Patricia K. Flood ◽  
...  
Keyword(s):  
Elementary Schools ◽  
School Climate ◽  
Observational Study ◽  
School Achievement ◽  
Social Climate ◽  
School Level ◽  
Racial Composition ◽  
Climate Variables ◽  
Climate Variable ◽  
School Social Climate

The present study investigates the relationships among a variety of school-level climate variables and mean school achievement in a random, sample of Michigan elementary schools. School-level SES, racial composition and climate were each highly related to mean school achievement; only a small proportion of the between-school variance in achievement is explained by SES and racial composition after the effect of school climate is removed. The climate variable we have called Student Sense of Academic Futility had the largest correlation with achievement. An observational study of four schools with similar SES and racial composition but different achievement tended to support the more analytical findings and suggest the processes by which climate affects achievement.

scholarly journals A Two-Disk Extended Jeffcott Rotor Model Distinguishing a Shaft Crack from Other Rotating Asymmetries

2008 ◽  
Vol 2008 ◽  
pp. 1-11 ◽  
Author(s):  
Xi Wu ◽  
Jim Meagher
Keyword(s):  
Torsional Vibration ◽  
Nonlinear Models ◽  
Vibration Response ◽  
Full Spectrum ◽  
Side Load ◽  
Torsional Coupling ◽  
Asymmetric Rotor ◽  
Lateral Modes ◽  
Vibration Signatures ◽  
Cracked Shafts

A mathematical model of a cracked rotor and an asymmetric rotor with two disks representing a turbine and a generator is utilized to study the vibrations due to imbalance and side load. Nonlinearities typically related with a “breathing” crack are included using a Mayes steering function. Numerical simulations demonstrate how the variations of rotor parameters affect the vibration response and the effect of coupling between torsional and lateral modes. Bode, spectrum, and orbit plots are used to show the differences between the vibration signatures associated with cracked shafts versus asymmetric shafts. Results show how nonlinear lateral-torsional coupling shifts the resonance peaks in the torsional vibration response for cracked shafts and asymmetric rotors. The resonance peaks shift depending on the ratio of the lateral-to-torsional natural frequencies with the peak responses occurring at noninteger values of the lateral natural frequency. When the general nonlinear models used in this study are constrained to reduce to linear torsional vibration, the peak responses occur at commonly reported integer ratios. Full spectrum analyses of theXandYvibrations reveal distinct vibration characteristics of both cracked and asymmetric rotors including reverse vibration components. Critical speeds and vibration orders predicted using the models presented herein include and extend diagnostic indicators commonly reported.

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