Educational Practices to Identify And Support Students Experiencing Homelessness
Category: Student Well-Being and Mental Health
A common point of contention across education policy debates is whether and how facially race-neutral metrics of quality produce or maintain racialized inequities. Medical education is a useful site for interrogating this relationship, as many scholars point to the 1910, Carnegie-funded Flexner Report—which proposed standardized quality metrics—as a main driver of the closure of five of the seven Black medical schools. Our research demonstrates how these proposed quality metrics, and their philanthropic and political advocates, instantiated a racialized organizational order that governed the distribution of resources, the development of state certification processes, and the regulation of medical schools. This analysis provides traction for uncovering how taken-for-granted standards of quality come to maintain racialized access to opportunity in education.
Keywords
acialized organizations; metrics and measurement; medical education; philanthropy; political development; equity and quality
Education level
Document Object Identifier (DOI)
10.26300/9ab7-5s41
