Delineating Differences in How US High Schools are Racialized

Schools’ overt or explicit practices are a dominant lens through which education researchers and policymakers attempt to understand how schools are racially inequitable. Yet, Lewis and Diamond argue that contemporary racial inequalities are largely sustained through implicit factors, like institutio...

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Bibliographic Details
Published in:Youth & society 2024-01, Vol.56 (1), p.67-93
Main Authors: Shifrer, Dara, Appleton, CJ
Format: Article
Language:English
Subjects:
Academic Achievement
Equal Education
High Schools
Institutional Characteristics
Longitudinal Studies
Policy making
Power Structure
Race
Racial inequality
Racialization
Secondary school students
Secondary schools
Social Structure
Stratification
Student Characteristics
Teacher Characteristics
Teachers
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Summary:Schools’ overt or explicit practices are a dominant lens through which education researchers and policymakers attempt to understand how schools are racially inequitable. Yet, Lewis and Diamond argue that contemporary racial inequalities are largely sustained through implicit factors, like institutional practices and structural inequalities. Ray’s framework on racialized organizations similarly outlines how our racialized sociopolitical structure becomes embedded in organizations, legitimating and perpetuating the racialized hierarchy. We apply illustrative cluster analysis techniques to rich data on schools, teachers, and students from the nationally representative High School Longitudinal Study of 2009 to find that structural inequities (e.g., student body, sector, average achievement) appear to be most salient in delineating the racialization of US high schools, whereas the characteristics of schools and teachers that are typically emphasized for closing racial inequities in educational outcomes (e.g., teacher qualifications, courses offered, stratification practices) are not salient differentiators across schools.
ISSN:0044-118X
1552-8499
DOI:10.1177/0044118X221138878