U.S. Education Systems and Anti-Black Racism

Session Submission Type: Virtual Created Panel

Session Description

What is the role of education systems in shaping anti-Black racism in the United States? How does education shape attitudes toward racial minorities? Does a teacher's race matter? Do parents prefer predominantly white schools because they think those schools are of higher quality, or do parental education preferences remain unchanged when parents receive more accurate and reliable information about the quality of schools? Historically, how did schools that served Black students respond to discrimination and lower economic resources, and what was their role, if any, in forming Black political activists? This panel brings together scholars studying these important questions. The papers in the panel use rich data and a wide variety of methods including survey experiments, archival research, and longitudinal analysis of individual-level data.

Sub Unit

• Division 59: Education Politics and Policy

Cosponsor

• Division 32: Race, Ethnicity, and Politics

Individual Presentations

• Buried History of Black Public High Schools During Segregation: - Shayla C. Nunnally, University of Tennessee; Frank T. Manheim, George Mason University

• Does University Make You Less Prejudiced? - Ralph Scott, University of Manchester

• Teacher-Student Racial Congruence and Civics Test Scores - Jason Giersch, University of North Carolina, Charlotte; Elizabeth Stearns, UNC Charlotte; Martha E. Kropf, University of North Carolina at Charlotte; Roslyn Arlin Mickelson, University of North Carolina, Charlotte

• The 'Good' Schools: Parental Preferences, Student Growth, and School Segregation - David Houston, George Mason University; Jeffrey R. Henig, Columbia University

Chair

• Vincent L. Hutchings University of Michigan, Ann Arbor

Discussants

• Claire Leslie Adida UCSD

• David E. Campbell University of Notre Dame