School Segregation at the Classroom Level in a Southern 'New Destination' State
School Segregation at the Classroom Level in a Southern 'New Destination' State
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DOI：
10.1007/s12552-020-09309-w
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发表时间：
2021-01-13
影响因子：
3.1
通讯作者：
Turaeva, Mavzuna R.
中科院分区：
文献类型：
--
作者：
Clotfelter, Charles T.;Ladd, Helen F.;Turaeva, Mavzuna R.
利用公立学校的详细行政数据，我们记录了北卡罗来纳州课堂上的种族和民族隔离，该州的西班牙裔入学人数急剧增加。我们将各县的课堂隔离分解为校内和校际两部分。我们发现，在初中和高中的总隔离中，校内成分占了相当大的份额。认识到它的重要性可以缓和对学校分配政策的赞扬，这种政策减少了学校之间的种族差异，但却允许学校内部存在巨大差异。更一般地说，我们观察到两个成分之间存在互补关系，一个成分趋向于大，而另一个成分趋向于小。比较该州两个最大的种族/少数民族群体的种族隔离程度，我们发现白人/西班牙裔种族隔离比白人/黑人种族隔离更严重，特别是在学校内。最后，我们按课程考察了招生模式，并表明学校种族隔离带来了学生在课程上的种族差异，白人学生更有可能参加高级课程。
Using detailed administrative data for public schools, we document racial and ethnic segregation at the classroom level in North Carolina, a state that has experienced a sharp increase in Hispanic enrollment. We decompose classroom-level segregation in counties into within-school and between-school components. We find that the within-school component accounted for a sizable share of total segregation in middle schools and high schools. Recognizing its importance could temper the praise for school assignment policies that reduce racial disparities between schools but allow large disparities within them. More generally, we observe between the two components a complementary relationship, with one component tending to be large when the other one is small. Comparing the degree of segregation for the state's two largest racial/ethnic minority groups, we find that white/Hispanic segregation was more severe than white/black segregation, particularly within schools. Finally, we examine enrollment patterns by course and show that school segregation brings with it differences by race and ethnicity in the courses that students take, with white students more likely to be enrolled in advanced classes.