The Black-White Gap in Noncognitive Skills among Elementary School Children

2021 ◽  
Vol 13 (1) ◽  
pp. 105-132
Author(s):  
Todd Elder ◽  
Yuqing Zhou
Keyword(s):  
Black Students ◽  
White Students ◽  
Elementary School Children ◽  
Noncognitive Skills ◽  
White Children ◽  
Black And White ◽  
Skill Gaps ◽  
Teacher Reports ◽  
Nationally Representative ◽  
Reference Bias

Using two nationally representative datasets, we find large differences between Black and White children in teacher-reported measures of noncognitive skills. We show that teacher reports understate true Black-White skill gaps because of reference bias: teachers appear to rate children relative to others in the same school, and Black students have lower-skilled classmates on average than do White students. We pursue three approaches to addressing these reference biases. Each approach nearly doubles the estimated Black-White gaps in noncognitive skills, to roughly 0.9 standard deviations in third grade. (JEL I21, I26, J13, J15, J24)

Race and Cultural Flexibility among Students in Different Multiracial Schools

2010 ◽  
Vol 112 (6) ◽  
pp. 1529-1574 ◽  
Author(s):  
Prudence L. Carter
Keyword(s):  
Black Students ◽  
White Students ◽  
Research Question ◽  
Mixed Race ◽  
Interview Data ◽  
Black And White ◽  
Cultural Flexibility ◽  
White School ◽  
Southern City ◽  
The Impact

Background/Context One of the most critical functions of a well-integrated school is the development of “culturally flexible” students who, over the course of their social development, effectively navigate diverse social environs such as the workplace, communities, and neighborhoods. Most studies, albeit with some exceptions, have investigated the impact of desegregation on short- and long-term gains in achievement and attainment, as opposed to its impact on intergroup relations. Mixed-race schools are vital not only for bolstering achievement outcomes of previously disadvantaged students but also for promoting social cohesion in a diverse society. Purpose/Objective/Research Question/Focus of Study Specifically, this article examines the difference in cultural flexibility between black and white students enrolled in schools with different racial and ethnic compositions. Cultural flexibility is defined as the propensity to value and move across different cultural and social peer groups and environments. Furthermore, this article provides some insight into how students in different mixed-race and desegregated educational contexts experience their school's social organization and cultural environments, which influence their interactions and academic behaviors. Setting The study was conducted over a 6-month period in four high schools: a majority-minority school and a majority-white school located in a northeastern city, and a majority-minority school and a majority-white school located in a southern city. Research Design Survey data were gathered from a randomly stratified sample of 471 Black and White students attending. In addition, ethnographic notes from weeks of school observations and transcribed interview data from 57 group interviews conducted in the four schools with students in Grades 9–12 complemented the survey research. Data Collection and Analysis Findings reveal significant associations among self-esteem, academic and extracurricular placement, and cultural flexibility for black students. Also, black students in majority-minority schools scored significantly higher on the cultural flexibility scale than those in majority-white schools. Among white students, regional location and academic placement showed statistically significant associations with cultural flexibility. The ethnographic and interview data further explicate why these patterns occurred and illuminate how certain school contextual factors are likely linked to students’ cultural flexibility. Overall, this study's findings highlight some connections between student and school behaviors as they pertain to both students’ and educators’ willingness and ability to realize the visions of racial and ethnic integration wholly.

scholarly journals Underweight, overweight and obesity among South African adolescents: results of the 2002 National Youth Risk Behaviour Survey

2009 ◽  
Vol 12 (2) ◽  
pp. 203-207 ◽  
Author(s):  
SP Reddy ◽  
K Resnicow ◽  
S James ◽  
N Kambaran ◽  
R Omardien ◽  
...  
Keyword(s):  
South African ◽  
White Students ◽  
Economic Transition ◽  
White Male ◽  
Risk Behaviour ◽  
Overweight And Obesity ◽  
Black And White ◽  
South African School ◽  
Nationally Representative ◽  
And Control

AbstractObjectiveThe present paper reports the prevalence of underweight, overweight and obesity by gender, ethnicity and grade, among participants in a 2002 national survey among South African school-going youth that included height and weight measurements.DesignA stratified two-stage sample was used. Nationally representative rates of underweight, overweight and obesity were calculated using weighted survey data and compared using χ2 analysis.SettingIn all, 9224 grade 8 to grade 11 students, present at school in selected classes within selected South African government-funded schools in all nine provinces, participated in this study. Most of the students were between 13 and 19 years of age.ResultsHigher rates of underweight were observed for males than females as well as for black and ‘coloured’ than white students. Within each gender group, black and ‘coloured’ students had significantly higher rates of underweight than their white counterparts. Higher percentages of females than males were overweight and obese, overall and among black students. Furthermore, white male students had significantly higher rates of overweight than their black and ‘coloured’ counterparts. Among females, black and white students had significantly higher rates than ‘coloured’ students. Students in higher grades showed significantly lower rates of underweight and higher rates of overweight.DiscussionThese data confirm that South Africa, a developing nation in socio-economic transition, is experiencing both undernutrition and overnutrition. However, these problems are disproportionately distributed by gender, socio-economics and ethnicity. Continued surveillance of nutritional status may be one important component of a national strategy to prevent and control malnutrition.

Chemical Foreplay among Black and White Students

1982 ◽  
Vol 12 (4) ◽  
pp. 373-384 ◽  
Author(s):  
Philip A. Belcastro ◽  
Thomas Nicholson
Keyword(s):  
College Students ◽  
Sexual Behavior ◽  
Black Students ◽  
Sexual Behaviors ◽  
White Students ◽  
Behavior Patterns ◽  
Human Beings ◽  
Black And White ◽  
Behavior Profile ◽  
Behavior Profiles

Throughout the ages, human beings Have consumed a wide variety of drugs to increase sexual desires, performance and pleasure. However in terms of alcohol and marijuana use in conjunction with sexual behavior patterns, little research has been reported. The purpose of this study was to determine whether individuals who use alcohol and/or marijuana prior to coitus have sexual behavior profiles significantly different than those individuals who do not use alcohol and/or marijuana prior to coitus. A sample of convenience which comprised 1,090 students and 5 per cent of the student population was drawn. The Belcastro Sexual Behavior Inventory was utilized to collect the data. The analysis indicated that for this population experimentation with alcohol and marijuana prior to coitus is not atypical among college students. The pattern of sexual behaviors for black students was not all that dissimilar between those who did and did not use alcohol and marijuana prior to coitus. This was not true for white students. White females who used alcohol and marijuana prior to coitus had a sexual behavior profile which was in sharp contrast to those females who did not use these drugs prior to coitus. It was suggested that the use of these drugs may be a form of “chemical foreplay” where they are used to enhance and culminate the coital episode. If this premise is supported by future empirical research it would seem that education which segregates the area of drugs from the area of sexuality is inadequate.

Comparison of Discrepancies in Reading by Black and White Educable Mentally Retarded Students

1983 ◽  
Vol 52 (2) ◽  
pp. 488-490
Author(s):  
James E. Whorton ◽  
R. Mack Wilson
Keyword(s):  
Black Students ◽  
White Students ◽  
Total Population ◽  
Mentally Retarded ◽  
Black And White ◽  
Educable Mentally Retarded

Discrepancies in reading were calculated by comparing actual achievement with expected achievement for 224 black and 78 white educable mentally retarded students in Grades 1 to 12. Means for the total population and for black students and white students showed no statistically significant differences for the two groups.

scholarly journals A test of racial disparities in principals’ disciplinary decisions in a national sample

2021 ◽  
Author(s):  
Shoshana Jarvis ◽  
Zoe Elina Ferguson ◽  
Jason Okonofua
Keyword(s):  
Black Students ◽  
Racial Disparities ◽  
White Students ◽  
Past Research ◽  
The United States ◽  
National Sample ◽  
Disciplinary Action ◽  
Access To Education ◽  
Black And White ◽  
Negative Impacts

Access to education is important for success as an adult. Exclusionary discipline (e.g., suspensions) reduces opportunities for students to complete their education and be strong candidates for future jobs. Black students face a disproportionately high risk of disciplinary action. Thus, it is important to understand when and how racial disparities in suspensions emerge in order to reduce their disproportionate negative impacts on Black students. Past research found racial disparities emerge after two misbehaviors among teachers and just a single misbehavior among assistant principals. The current research tests the generalizability of racial disparities in discipline from principals across the United States and a psychological process that potentially contributes to the racial disparities: their perception of their professional role relative to that of teachers. In this procedure and with a diverse sample, principals did not endorse significantly different amounts of discipline for Black and White students. We explore potential explanations of these null results in the discussion.

North Carolina’s Public Schools: Growth and Local Taxation

1985 ◽  
Vol 9 (3) ◽  
pp. 277-291
Author(s):  
Jonathan B. Pritchett
Keyword(s):  
Public Schools ◽  
State Government ◽  
White Students ◽  
School Boards ◽  
Black Children ◽  
The State ◽  
White Children ◽  
The Public ◽  
Black And White ◽  
White Schools

The Rapid increase in public spending for white schools that occurred in North Carolina after the turn of the century led to a large racial disparity in the amount spent per child by 1910. Previous scholars have attributed this racial difference in school spending to the disfranchisement of the black voter (Margo, 1982). It was argued that once blacks were prevented from voting, the white members of the school boards were able to divert the public funds which were initially allocated for the education of black children. The most widely accepted version of this theory is credited to Horace Mann Bond (1934) who studied education expenditures for black children in Alabama. Bond argued that the governmental level at which schools were financed was important in determining the racial division of public school funds since the white members of the county school boards were particularly inclined to divert the funds allocated by the state government. The state funds which were allocated to the local school boards in Alabama were not required to be shared equally between black and white students. After blacks had been disfranchised, the county school boards responded by allocating a disproportionate share of these state funds for the education of white children.

scholarly journals Diverging Disparities: Race, Parental Income, and Children’s Math Scores, 1960 to 2009

2021 ◽  
Vol 94 (2) ◽  
pp. 124-142
Author(s):  
Jordan A. Conwell
Keyword(s):  
Low Income ◽  
White Students ◽  
Test Score ◽  
Data Sets ◽  
Parental Income ◽  
Black And White ◽  
Math Scores ◽  
Nationally Representative ◽  
Math Test ◽  
Math Test Scores

In recent decades, the black–white test score disparity has decreased, and the test score disparity between children of high- versus low-income parents has increased. This study focuses on a comparison that has, to date, fallen between the separate literatures on these diverging trends: black and white students whose parents have similarly low, middle, or high incomes (i.e., same income or race within income). To do so, I draw on three nationally representative data sets on 9th or 10th graders, covering 1960 to 2009, that contain information on students’ math test scores. I find that math test score disparities between black and white students with same-income parents are to black students’ disadvantage. Although these disparities have decreased since 1960, in 2009 they remained substantively large, statistically significant, and largest between children of the highest-income parents. Furthermore, family and school characteristics that scholars commonly use to explain test score disparities by race or income account for markedly decreasing shares of race-within-income disparities over time. The study integrates the literatures on test score disparities by race and income with attention to the historical and continued structural influence of race, net of parental income, on students’ educational experiences and test score outcomes.

Differences between Actual and Predicted Grade Point Averages of Black and White College Students

1979 ◽  
Vol 48 (3_suppl) ◽  
pp. 1140-1142 ◽  
Author(s):  
Sidney E. Brown ◽  
Anthony J. White
Keyword(s):  
College Students ◽  
Black Students ◽  
Grade Point Average ◽  
Analysis Of Variance ◽  
White Students ◽  
Grade Point Averages ◽  
University Admissions ◽  
Grade Point ◽  
Black And White ◽  
White College

A University admissions procedure was examined to determine the validity of the predictive grade point average by comparing white students with black students. Subjects were 434 black and 373 white students enrolled over 4 yr. Analysis of variance indicated that black and white students were similar regarding their actual and predicted first quarter grade averages.

“Hell No, We Won’t Go”

2018 ◽  
pp. 167-187
Author(s):  
Natalie G. Adams ◽  
James H. Adams
Keyword(s):  
Civil Rights ◽  
Black Students ◽  
Civil Rights Movement ◽  
White Students ◽  
School Administrators ◽  
School Desegregation ◽  
Black Parents ◽  
Black And White ◽  
Racial Tension ◽  
Freedom Movement

This chapter looks at more conventional forms of resistance, such as protests, demonstrations, marches, boycotts, and violence. It links the resistance efforts of students and parents during school desegregation to the larger freedom movement. Black parents, students, and local National Association for the Advancement of Colored People (NAACP) activists organized marches and boycotts to protest desegregation plans that continued to discriminate against black children. Black students staged walkouts, defied disciplinary policies particularly targeted at black students, and issued demands to their school administrators to be treated equally in their newly integrated schools. Occasionally, racial tension erupted into physical altercations between black and white students. The chapter then describes how whites employed the strategies of the civil rights movement and the antiwar movement to protest court-enforced school desegregation.

Selective sharing on social media: Examining the effects of disparate racial impact frames on intentions to retransmit news stories among US college students

2019 ◽  
Vol 21 (11-12) ◽  
pp. 2691-2709 ◽  
Author(s):  
Cabral A Bigman ◽  
Marisa A Smith ◽  
Lillie D Williamson ◽  
Arrianna M Planey ◽  
Shardé McNeil Smith
Keyword(s):  
College Students ◽  
Social Media ◽  
Black Students ◽  
White Students ◽  
News Story ◽  
Racial Groups ◽  
News Stories ◽  
Black And White ◽  
Online Study ◽  
Race Ethnicity

Theoretical and empirical evidence suggests disparate racial impact frames may lead to selective sharing on social media and result in differential retransmission rates across racial groups. In this online study, we (1) examined reported exposure to and sharing of content about race on social media among Black, White, and “Other” race/ethnicity college students ( N = 150); (2) experimentally tested how exposure to news story previews with control, implicit, or explicit disparate racial impact frames affected subsequent sharing intentions; and (3) explored reasons students provided for their intentions to share/not share the stories. Black students reported more exposure to and sharing of content about race on social media. Few participants cited discrimination in open-ended responses explaining sharing/non-sharing intentions. Nevertheless, despite holding story topic and source constant, disparate racial impact frames resulted in differences in sharing intentions among Black and White students, demonstrating these frames can influence selective sharing intentions.

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