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Race, ethnicity and culture
This phenomenological study draws on semi-structured interviews with 27 Black male teachers across 14 schools in an urban school district—seven schools with three or more Black male teachers and seven schools with one Black male teacher. Consistent with theories about teacher turnover, findings indicate a relationship between organizational characteristics, reasons participants cited for leaving, and participants’ actual decisions to stay or leave.
The rise of accountability standards has pressed higher education organizations to oversee the production and publication of data on student outcomes more closely than in the past. However, the most common measure of student outcomes, average bachelor's degree completion rates, potentially provides little information about the direct impacts of colleges and universities on student success. Extending scholarship in the new institutionalist tradition, I hypothesize that higher education organizations today exist as, “superficially coupled systems,” where colleges closely oversee their technical outputs but where those technical outputs provide limited insight into the direct role of colleges and universities in producing them. I test this hypothesis using administrative data from the largest, public, urban university system in the United States together with fixed effects regression and entropy balancing techniques, allowing me to isolate organizational effects. My results provide evidence for superficial coupling, suggesting that inequality in college effectiveness exists both between colleges and within colleges, given students' racial background and family income. They also indicate that institutionalized norms surrounding accountability have backfired, enabling higher education organizations, and other bureaucratic organizations like them, to maintain legitimacy without identifying and addressing inequality.
Educational inequality in the health of U.S. children—what social scientists refer to as the “educational gradient” in health—is present at birth for virtually every marker of health, and increases throughout childhood. However, a puzzling contradiction to this pattern has been observed among the growing population of youth in immigrant families. Some evidence suggests an ambiguous relationship between education and health among immigrant families, with a flat relationship between maternal education and maternal health behaviors and children’s birth outcomes, and a stronger relationship as children become adolescents. Does an educational gradient in health emerge among children in immigrant families during childhood and adolescence? To date, we lack a prospective examination of how the gradient changes from birth throughout childhood and adolescence among this population. Moreover, while the dominant explanation for a weaker gradient among children with immigrant parents centers on the family setting, we know little about family-level dynamics among the same immigrant families as children age. Using national, longitudinal data from the Fragile Families and Child Well-Being Study, we examine the association between maternal education and children’s health (measured by mothers’ ratings) over the early life course (birth through age 15) among children of immigrants and children of native-born parents, and consider whether changes in children’s economic status and family composition contribute to the educational gradient, or lack thereof, in child health. Analyses reveal that: (1) maternal education is strongly predictive of health, even among children of immigrants; (2) immigrant status does not appear to be protective for health within educational groups, as evidenced by poorer health among children of immigrants whose mothers have the lowest level of education, as compared to children of natives; (3) children in the least-educated immigrant families are experiencing better health trajectories as they age than children in similar native-born families; and (4) accounting for economic conditions and family composition does not reduce the size of the gradient over time.
We examine the long-run impacts of having a same-race teacher. First, we leverage data from the Tennessee STAR class-size experiment to show that black students randomly assigned to a black teacher in grades K-3 are 5 percentage points (7%) more likely to graduate from high school and 4 percentage points (13%) more likely to enroll in college than their same-school, same-race peers not assigned to a black teacher. Second, we replicate these results in North Carolina using quasi-experimental methods. Finally, we formally define "role model effects" as information provision, which facilitates an exploration of possible mechanisms that drive these results.