How Can We Solve the Problem of Racial/Ethnic Inequality?

Author(s):  
Julien Teitler ◽  
Bethany Marie Wood ◽  
Weiwen Zeng ◽  
Melissa L Martinson ◽  
Rayven Plaza ◽  
...  

2019 ◽  
Vol 46 (6) ◽  
pp. 902-919 ◽  
Author(s):  
Jennifer H. Peck ◽  
Michael J. Leiber ◽  
Maude Beaudry-Cyr

The present study uses Sampson and Laub’s theory of inequality and social control to examine whether underclass poverty and racial/ethnic inequality hold current relevancy over the court processing of juvenile offenders. Hierarchical generalized linear modeling was used to investigate the impact of community aspects, offender characteristics, and offense-related factors on juvenile court outcomes occurring at intake, adjudication, and judicial disposition. Findings indicate limited evidence for the anticipated relationships between underclass poverty and racial/ethnic inequality on court processing stages. The individual and combined impact of being Black or Hispanic, and/or charged with a drug offense, exerted stronger effects on juvenile justice decision-making compared with Sampson and Laub’s structural factors. Implications for addressing the federal Disproportionate Minority Contact (DMC) Mandate based on the findings are discussed, as well as the future empirical inquiry surrounding whether community factors interact with offender and offense characteristics to influence outcomes of youth referred to juvenile court.


2020 ◽  
Vol 85 (4) ◽  
pp. 537-572 ◽  
Author(s):  
Adam Storer ◽  
Daniel Schneider ◽  
Kristen Harknett

Precarious work in the United States is defined by economic and temporal dimensions. A large literature documents the extent of low wages and limited fringe benefits, but research has only recently examined the prevalence and consequences of unstable and unpredictable work schedules. Yet practices such as on-call shifts, last minute cancellations, and insufficient work hours are common in the retail and food-service sectors. Little research has examined racial/ethnic inequality in this temporal dimension of job quality, yet precarious scheduling practices may be a significant, if mostly hidden, site for racial/ethnic inequality, because scheduling practices differ significantly between firms and because front-line managers have substantial discretion in scheduling. We draw on innovative matched employer-employee data from The Shift Project to estimate racial/ethnic gaps in these temporal dimensions of job quality and to examine the contribution of firm-level sorting and intra-organizational dynamics to these gaps. We find significant racial/ethnic gaps in exposure to precarious scheduling that disadvantage non-white workers. We provide novel evidence that both firm segregation and racial discordance between workers and managers play significant roles in explaining racial/ethnic gaps in job quality. Notably, we find that racial/ethnic gaps are larger for women than for men.


2020 ◽  
pp. 233264922094226
Author(s):  
Roslyn Arlin Mickelson ◽  
Martha Cecilia Bottia ◽  
Savannah Larimore

Racial and ethnic differences in educational outcomes significantly narrowed during the 1970s and 1980s when K–12 public schools were desegregated. However, when schools resegregated starting roughly in the late 1980s, racial gaps in outcomes widened again. Because of literacy’s pivotal role in learning, the authors investigate if segregation contributes to racial gaps in K–12 reading performance. Drawing upon structural vulnerability and cumulative advantage/disadvantage theories to frame this study, the authors conduct multilevel metaregression analyses of 131 effect sizes from 30 primary studies to investigate if school composition effects contribute to racial gaps in K–12 reading outcomes and if any effects vary in magnitude or direction for students from different racial/ethnic backgrounds or grade levels. The metaregression analyses control for the primary studies’ regression model characteristics and research designs. The results indicate a small, negative, statistically significant relationship between the percentage of a school’s disadvantaged minority enrollment and the mean reading achievement of the students who attend it. The negative association is stronger when segregation is measured by percentage Black and is stronger for high school students. These two findings suggest that the disadvantages of segregated education cumulate as more structurally vulnerable students transition from elementary to secondary school. Additional results suggest that a school’s racial composition effect is not the same as its socioeconomic status composition effect. The two organizational characteristics have distinct, albeit interrelated, influences on reading scores. Together the findings suggest that racially and ethnically segregated schooling both reflects and helps reproduce racial/ethnic inequality in literacy outcomes.


2020 ◽  
Vol 46 (1) ◽  
pp. 355-378
Author(s):  
Samuel R. Lucas ◽  
Santiago J. Molina ◽  
John M. Towey

In the United States, equally performing students of different racial/ethnic groups may have different prospects for enrollment in rigorous curricular positions. Over time, the processes and operation of curricular systems have changed, and those changes may matter for the existence of racial/ethnic differences in access. We first outline dimensions that distinguish forms of in-school structural differentiation. We then use those dimensions to describe in-school structural differentiation at different points in time in the United States. Next, the time-period-specific evidence on racial/ethnic inequality is outlined, thus embedding findings in historical time. Finally, we array findings on racial/ethnic inequality into life-course trajectories for studied cohorts, revealing that different cohorts may have documented differences in their experience with respect to race and curricular placement.


2013 ◽  
Vol 78 (5) ◽  
pp. 897-924 ◽  
Author(s):  
Salvatore J. Restifo ◽  
Vincent J. Roscigno ◽  
Zhenchao Qian

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