| Owner: |
Renae L. Bryant
|
| Owner Email: |
renae.bryant@laverne.edu
|
| Paper Title: |
Educational Blockade: Structural Inequities in Segregated Southern High Schools
|
| Session Title: |
Exploring Structural Inequalities in High Schools: Implications for Student Preparation, Completion, and Achievement
|
| Paper Type: |
Roundtable Presentation
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| Presentation Date: |
4/7/2019
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| Presentation Location: |
Toronto, Canada
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| Descriptors: |
Black Education, Critical Race Theory, Educational Policy
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| Methodology: |
Quantitative
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| Author(s): |
Rhonda Bryant, The Moriah Group
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| Unit: |
Division L - Educational Policies and Politics
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| Abstract: |
Black students in the South lag behind other racial groups in college readiness, matriculation, and completion. Many Southern states have returned to defacto segregation in schools, with little scrutiny of school structures or equity. This paper highlights the results of a quantitative study that found statistically significant differences between Black and White Southern high schools regarding the availability of higher-level mathematics and science courses, and the proportion of certified teachers. Additionally, a linear, statistically significant relationship is established between ACT tests scores and availability of mathematics and science courses, and the proportion of certified teachers, proving the hypothesis that Southern Black students receive purposefully disparate education, which impacts their readiness for postsecondary learning, and future economic success.
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| DOI: |
https://doi.org/10.3102/1444849
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