The Consequences of “Race and Color” in Brazil Ellis P
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
Education Inequalities Around the World
Education inequalities around the world Deon Filmer Introduction projects/edattain).4 The compilation covers 216 datasets to date from 88 countries: 36 in Sub-Saharan Africa; 21 in Latin America Measured by the percentage of children who reach the last year and the Caribbean; 11 in East Asia and the Pacific; 11 in Europe of primary school, the primary completion rate, the world has and Central Asia; 6 in South Asia; and 3 in the Middle East and made substantial progress towards reaching the Millennium North Africa. The number of Commonwealth countries from Development Goals (MDG) of enabling all children to ‘complete a each of these regions, respectively, is: 15; 2; 1; 0; 4; and 0, for a full course of primary schooling’.1 The primary completion rate in total of 22. Country coverage is determined primarily by the low-income countries increased from 66 to 74 per cent between availability of data. The data are from Demographic and Health 1991 and 2004, with growth in all of the poorer regions: Latin Surveys (DHS), UNICEF’s End-of-Decade Multiple Indicator Cluster America and the Caribbean (86 to 97 per cent); Middle East and Surveys (MICS2), as well as Integrated Household Surveys (IHS), North Africa (78 to 88 per cent); South Asia (73 to 82 per cent); such as those from the World Bank’s Living Standards Sub-Saharan Africa (51 to 62 per cent).2 Measurement Study (LSMS) project. In the following analysis, only But there remain large inequalities in education across and the last year for which data are available is used (the full list of perhaps more importantly, frequently large inequalities within, countries, years, and type of data used are in Table 1). -
Educational Inequality and Intergenerational Mobility in Africa∗
Educational Inequality and Intergenerational Mobility in Africa∗ Alberto Alesina Sebastian Hohmann Harvard University, CEPR and NBER London Business School Stelios Michalopoulos Elias Papaioannou Brown University, CEPR and NBER London Business School and CEPR March 14, 2018 Abstract We investigate the evolution of inequality and intergenerational mobility in educational attainment in Africa. Using census data covering more than 50 million people in 23 countries we document the following regularities. First, since independence, inequality has fallen across countries and intergen- erational mobility has risen, reflecting the rise in education across the continent. Second, the overall drop in African inequality can be attributed mostly to declines in within-country, within-region and within-ethnicity components. Third, the initially moderate regional and ethnic differences in education persist, revealing strong inertia across these lines. Fourth, we describe the geography of educational mobility across regions and ethnic groups uncovering strong \poverty-trap" dynamics. Educational mo- bility is higher in regions and ethnicities with above-country-average schooling at independence. Fifth, we explore the geographic, historical, and contemporary correlates of intergenerational mobility both across regions and ethnic lines. Colonial investments correlate strongly with educational mobility, while geography and pre-colonial features play a lesser role. The analysis further uncovers \Gatsby Curve" dynamics with intergenerational mobility being low -
Fair and Unfair Educational Inequality in a Developing Country: the Role of Pupil’S Effort
Fair and unfair educational inequality in a developing country: the role of pupil’s effort Niaz ASADULLAH∗ Alain TRANNOY† Sandy TUBEUF‡ Gaston YALONETZKY§ September 3, 2018 Abstract Inequality of opportunity builds upon the distinction between fair inequality related to responsibility variables and unfair inequality related to circumstances. This distinc- tion is meaningful as long as responsibility variables are not fully determined by cir- cumstances. We attempt to check the magnitude of the correlation between child effort and family background when measuring inequalities of opportunity in education using a purposefully designed survey on secondary-school education in rural Bangladesh. The analysis comprises decomposition exercises of the predicted variance of school per- formance in mathematics and English by source and subgroup based on parametric estimates of educational production functions. Pupils’ effort, preferences, and talents contribute between a third and 40% of the total predicted variances in performance scores. The correlation between overall effort and circumstances does not matter much since the contribution of overall effort only falls by 10% when the correlation is taken into account. All in all, these results cast doubt on the common practice of reducing education to a circumstance when estimating inequality of opportunity in income at- tainment. Keywords: inequality of opportunity, education, effort, decomposition, school. JEL Classification: C01; I24; O12. ∗University of Malaya, Malaysia †Aix-Marseille University (Aix-Marseille School of Economics), CNRS and EHESS, France ‡Université Catholique de Louvain, Belgium - Corresponding author ([email protected]) §University of Leeds, UK 1 1 Introduction The last few decades have witnessed the remarkable development of new quantitative methods for the measurement of inequality of opportunity in different social settings, in- cluding income attainment, health status and education (see Ferreira and Peragine, 2016, Roemer and Trannoy, 2015, Ramos and Van de Gaer, 2016, for reviews). -
Perceptions of Race
Review TRENDS in Cognitive Sciences Vol.7 No.4 April 2003 173 Perceptions of race Leda Cosmides1, John Tooby2 and Robert Kurzban3 1Department of Psychology, University of California, Santa Barbara, CA 93106, USA 2Department of Anthropology, University of California, Santa Barbara, CA 93106, USA 3Department of Psychology, University of Pennsylvania, 405 Psychology Office Building, 3815 Walnut Street, Philadelphia, PA, USA Until recently, experiments on person perception had between European, Asian and sub-Saharan African led to two unwelcome conclusions: (1) people encode populations ‘are of the same order of magnitude as those the race of each individual they encounter, and (2) race for local populations in other organisms and considerably encoding is caused by computational mechanisms smaller than those for subspecies.’ (Ref. [4], p. 11). That is, whose operation is automatic and mandatory. Evol- by the criteria that biologists typically use to apply the utionary analyses rule out the hypothesis that the brain concept of ‘subspecies’ or ‘races’, humans do not qualify. mechanisms that cause race encoding evolved for that Most telling of all, virtually no expressed genes have been purpose. Consequently, race encoding must be a bypro- identified that are shared by all normal members of one duct of mechanisms that evolved for some alternative race (and hence could explain a common racial appear- function. But which one? Race is not encoded as a ance) that are not also present at substantial levels in byproduct of domain-general perceptual processes. other races (thereby failing to sort individuals into Two families of byproduct hypotheses remain: one races) (see Fig. 1). -
School Quality, Educational Inequality and Economic Growth
International Education Studies May, 2008 School Quality, Educational Inequality and Economic Growth Ramesh Rao (Corresponding author) Faculty of Economics & Administration University Malaya 50603 Kuala Lumpur Malaysia Tel: 60-17-879-2159 Email: [email protected] Rohana bt Jani Department of Applied Statistics Faculty of Economics & Administration University Malaya 50603 Kuala Lumpur Malaysia Tel: 60-3-7967-3747 Email: [email protected] Abstract Realizing the importance of education in developing a country, many governments had begun to pay more attention in improving the education quality in their country. However whether the desired level of education quality is equally distributed is still debated on. On top of that, current literature on which level of education, either basic or tertiary education, brings greater return to the society is still inconclusive. It is not the objective of this paper to answer or add on the debate. On the other hand this paper would like to explore the relationship between school quality, namely at primary education and secondary education, and economic growth. Educational inequality at primary and secondary education would be measured with using the concept of education Gini. Using GDP as the dependent variable and regressing it with Gini coefficient of primary education and secondary education, would be able to show which level of education inequality is significant in explaining the economic growth of a country. Using Malaysian data, for the last 20 years, the relationship between education inequality of different level of education and the economic growth would be postulated. Keywords: Inequality, Gini, economic growth 1. Introduction Economics is basically the study on how limited resources are used to fulfill human’s unlimited wants. -
RACIAL IDENTITY SALIENCE and CAMPUS CLIMATE 1 Thinking About Race
Running Head: RACIAL IDENTITY SALIENCE AND CAMPUS CLIMATE 1 Thinking About Race: The Salience of Racial and Ethnic Identity in College and the Climate for Diversity Sylvia Hurtado, Adriana Ruiz, and Chelsea Guillermo-Wann University of California, Los Angeles This research was supported by a grant from The Ford Foundation. The authors also acknowledge the Diverse Learning Environments research team for their contributions to the project and survey development, which serves as the foundation for this article. Correspondence concerning this article should be addressed to Dr. Sylvia Hurtado, UCLA, Higher Education Research Institute, 3005C Moore Hall, Los Angeles, CA 90095-1521. Email: [email protected] Running Head: RACIAL IDENTITY SALIENCE AND CAMPUS CLIMATE 2 Abstract While racial identity salience in college is important to identity development, cognition, and achievement, more research is needed to understand it in contemporary and diverse college contexts. Using a combination of identity development models as its framework and the Diverse Learning Environment (DLE) survey piloted at 14 two-year and four-year institutions, this study identifies the pre-college and institutional factors that contribute to a heightened salience of racial and ethnic identity, and the relationship of this salience to students’ pre-college socialization, general college experiences, and experiences with the campus climate for diversity. After controlling for pre-college socialization and racial differences, results show that race identity was more salient among students that experience discrimination/bias, but also among students who had in-depth conversations outside of class on issues of racial/ethnic diversity, took courses as part of an inclusive curriculum, and participated in co-curricular diversity initiatives. -
Responding to Educational Inequality Addressing Race and Social Class Disparities to Increase Opportunity
Race, Diversity, and Policy Brief Educational Policy 2017 Responding to Educational Inequality Addressing Race and Social Class Disparities to Increase Opportunity Tina Trujillo Jabari Mahiri Zeus Leonardo Kris D. Gutierrez Janelle Scott Na’ilah Nasir HAASINSTITUTE.BERKELEY.EDU About Special Thanks This policy brief reviews scholarship by members of the Race, Diversity, and Thank you to the Walter and Evelyn Haas Jr, Fund, for Educational Policy Cluster of the Haas Institute for a Fair and Inclusive their generous support of the Haas Institute cluster Society at the University of California, Berkeley to advance a broader research and work. and more complex understanding of the persistent failure of U.S. schools for youth from non-dominant communities. Members of the Race, Diversity, and Editors Educational Policy Cluster include: Na’ilah Nasir Taeku Lee Tina Trujillo Na'ilah Suad Nasir Graduate School of Education Vice Chanceller, Equity & Inclusion, Layout & Design African American Studies & Jabari Mahiri Graduate School of Education Graduate School of Education Image Design Works Rucker Johnson Zeus Leonardo Goldman School of Public Policy Images Graduate School of Education Christopher Edley, Jr. Kris Gutiérrez FatCamera , Demachi Berkeley Law Graduate School of Education Lisa Garcia Bedolla Citation Michael J. Dumas Graduate School of Education Graduate School of Education Responding to Educational Inequality, Berkeley, CA: In memory of the late W. Norton Mark Brilliant Haas Institute for a Fair and Inclusive Society, University Grubb, Professor Emeritus of History of California, Berkeley, September 2016. UC Berkeley’s Graduate School haasinstitute.berkeley.edu/raceeducationpolicybrief Janelle Scott of Education, was a founding African American Studies & member of the Race, Diversity, and Graduate School of Education Educational Policy Cluster Executive Summary This report takes up a critical issue in education: the continuing reproduction of educational inequality in relation to race and social class. -
Critical Race Theory in Education: Analyzing African American Students’ Experience with Epistemological Racism and Eurocentric Curriculum
DePaul University Via Sapientiae College of Liberal Arts & Social Sciences Theses and Dissertations College of Liberal Arts and Social Sciences 6-2019 Critical race theory in education: analyzing African American students’ experience with epistemological racism and eurocentric curriculum Sana Bell DePaul University, [email protected] Follow this and additional works at: https://via.library.depaul.edu/etd Recommended Citation Bell, Sana, "Critical race theory in education: analyzing African American students’ experience with epistemological racism and eurocentric curriculum" (2019). College of Liberal Arts & Social Sciences Theses and Dissertations. 272. https://via.library.depaul.edu/etd/272 This Thesis is brought to you for free and open access by the College of Liberal Arts and Social Sciences at Via Sapientiae. It has been accepted for inclusion in College of Liberal Arts & Social Sciences Theses and Dissertations by an authorized administrator of Via Sapientiae. For more information, please contact [email protected]. CRITICAL RACE THEORY: EPISTEMOLOGICAL RACISM Critical Race Theory in Education: Analyzing African American Students’ Experience with Epistemological Racism and Eurocentric Curriculum June, 2019 BY Sana Bell Interdisciplinary Self-Designed Program College of Liberal Arts and Sciences DePaul University Chicago, Illinois 1 CRITICAL RACE THEORY: EPISTEMOLOGICAL RACISM Contents Abstract 3 Section 1 Introduction: The Intersection of White Supremacy Ideology and Curriculum— Epistemological Racism 4 Purpose 4 Conceptual, -
Educational Inequality and Public Policy Preferences: Evidence from Representative Survey Experiments
DISCUSSION PAPER SERIES IZA DP No. 11730 Educational Inequality and Public Policy Preferences: Evidence from Representative Survey Experiments Philipp Lergetporer Katharina Werner Ludger Woessmann AUGUST 2018 DISCUSSION PAPER SERIES IZA DP No. 11730 Educational Inequality and Public Policy Preferences: Evidence from Representative Survey Experiments Philipp Lergetporer ifo Institute and CESifo Katharina Werner ifo Institute Ludger Woessmann University of Munich, ifo Institute, CESifo, CAGE and IZA AUGUST 2018 Any opinions expressed in this paper are those of the author(s) and not those of IZA. Research published in this series may include views on policy, but IZA takes no institutional policy positions. The IZA research network is committed to the IZA Guiding Principles of Research Integrity. The IZA Institute of Labor Economics is an independent economic research institute that conducts research in labor economics and offers evidence-based policy advice on labor market issues. Supported by the Deutsche Post Foundation, IZA runs the world’s largest network of economists, whose research aims to provide answers to the global labor market challenges of our time. Our key objective is to build bridges between academic research, policymakers and society. IZA Discussion Papers often represent preliminary work and are circulated to encourage discussion. Citation of such a paper should account for its provisional character. A revised version may be available directly from the author. IZA – Institute of Labor Economics Schaumburg-Lippe-Straße 5–9 Phone: +49-228-3894-0 53113 Bonn, Germany Email: [email protected] www.iza.org IZA DP No. 11730 AUGUST 2018 ABSTRACT Educational Inequality and Public Policy Preferences: Evidence from Representative Survey Experiments* To study how information about educational inequality affects public concerns and policy preferences, we devise survey experiments in representative samples of the German population. -
The Power of Circumstance a New Approach to Measuring Educational Inequality
CENTER FOR UNIVERSAL EDUCATION WORKING PAPER 5 | JANUARY 2012 Center for Universal Education at BROOKINGS THE POWER OF CIRCUMSTANCE A NEW APPROACH TO MEASURING EDUCATIONAL INEQUALITY Kevin Watkins Center for Universal Education at BROOKINGS Kevin Watkins is a nonresident senior fellow with the Center for Universal Education. CONTENTS Introduction . 1 Deprivation and Marginalization in Education Indicator . 3 Patterns of Disadvantage in Education . 7 Conclusion . 14 References . 15 Endnotes . 17 LIST OF FIGURES Figure 1: Scale of Disadvantage: The Shares of the Population aged 17–22 with Less than Four Years and Less than Two Years in School . 6 Figure 2: Nigeria’s Inequality Tree: Patterns of Disadvantage in Education . 8 Figure 3: Unequal Opportunity in Turkey . 9 Figure 4: Education Poverty for Pastoralists in Selected Countries . 10 Figure 5: Armed Conflict and Inequality in Education: Evidence from North Kivu Province, Democratic Republic of Congo . 11 Figure 6: Regional Disparities in Education . 13 THE POWER OF CIRCUMSTANCE A NEW APPROACH TO MEASURING EDUCATIONAL INEQUALITY Kevin Watkins INTRODUCTION for improving health, literacy, political participation and other areas. Education is one of the most basic n recent years, there has been a resurgence of building blocks for the “real freedoms” that Sen de- Iinterest in the issue of inequality. Part of this resur- scribes. People denied the chance to develop their gence can be traced to new evidence of persistent potential through education face diminished pros- and widening wealth gaps. Average incomes may pects and more limited opportunities in areas rang- be converging globally as a result of high growth in ing from health and nutrition, to employment, and emerging markets, stronger growth in many poor participation in political processes. -
The History of Inequality in Education and the Question of Equality Versus Adequacy
University of Central Florida STARS Honors Undergraduate Theses UCF Theses and Dissertations 2016 The History of Inequality in Education and the Question of Equality Versus Adequacy Diana Carol Dominguez University of Central Florida Part of the Civil Law Commons, Civil Rights and Discrimination Commons, Educational Methods Commons, Education Law Commons, Ethics and Political Philosophy Commons, Legal Commons, Political History Commons, Social History Commons, and the United States History Commons Find similar works at: https://stars.library.ucf.edu/honorstheses University of Central Florida Libraries http://library.ucf.edu This Open Access is brought to you for free and open access by the UCF Theses and Dissertations at STARS. It has been accepted for inclusion in Honors Undergraduate Theses by an authorized administrator of STARS. For more information, please contact [email protected]. Recommended Citation Dominguez, Diana Carol, "The History of Inequality in Education and the Question of Equality Versus Adequacy" (2016). Honors Undergraduate Theses. 143. https://stars.library.ucf.edu/honorstheses/143 THE HISTORY OF INEQUALITY IN EDUCATION AND THE QUESTION OF EQUALITY VERSUS ADEQUACY by DIANA C. DOMINGUEZ A thesis submitted in partial fulfillment of the requirements for the Honors in the Major Program in Philosophy in the College of Arts and Humanities and in the Burnett Honors College at the University of Central Florida Orlando, Florida Fall Term, 2016 Thesis Chair: Dr. Nancy A. Stanlick ABSTRACT Although the U.S. Constitution espouses equality, it clearly is not practiced in all aspects of life with education being a significant outlier. In the Declaration of Independence, Thomas Jefferson wrote about inalienable rights to life, liberty, and the pursuit of happiness. -
Linking Racial Classification, Racial
Law & Social Inquiry Volume 44, Issue 1, 257–272, February 2019 Review Section Review Symposium: Policing in American Society Linking Racial Classification, Racial Inequality, and Racial Formation: The Contributions of Pulled Over Daanika Gordon and Emma Shakeshaft EPP,CHARLES,STEVEN MAYNARD-MOODY, and DONALD HAIDER-MARKEL. Pulled Over: How Police Stops Define Race and Citizenship. Chicago: University of Chicago Press, 2014. Pulled Over: How Police Stops Define Race and Citizenship, by Charles R. Epp, Steven Maynard-Mood, and Donald Haider-Markel, is an important piece of law and society scholarship that isolates investigatory police stops as an institutional practice with profound consequences for racial inequality. Pulled Over also speaks to scholarship on race and ethnicity by addressing an ongoing tension between a focus on the socially constructed nature of racial categories and their stratifying significance. Pulled Over offers an important model for future studies by incorporating social constructionist insights into how race is measured, empirically documenting institutionally produced racial inequalities, and linking these inequalities to the evolving meaning of race itself. INTRODUCTION Pulled Over: How Police Stops Define Race and Citizenship,byCharlesR.Epp, Steven Maynard-Moody, and Donald Haider-Markel, examines the racialized practice of the investigatory police stop. Police stops are a key site of contact between the state and citizens, in part because they communicate consequential messages about who is free to participate in America’s mobile society and who is subject to state surveillance and intrusion. Pulled Over draws on a telephone survey of 2,329 adult drivers and follow-up, in-depth interviews with a subsample of those stopped by the police to describe the patterns, experiences, and consequences of being Daanika Gordon is Assistant Professor of Sociology at Tufts University.