Educational Access and the State: Historical Continuities and Discontinuities in Racial Inequality in American Education.
Educational Access and the State: Historical Continuities and Discontinuities in Racial Inequality in American Education.
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教育机会与国家：美国教育中种族不平等的历史连续性和间断性。
DOI：
10.2307/2673252
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发表时间：
2001
影响因子：
3.9
通讯作者：
P. Walters
中科院分区：
文献类型：
--
作者：
P. Walters
从世纪初建立公共学校到现在，教育经费和其他形式的教育机会方面的种族不平等是国家在全国范围内的明确政策，而不仅仅是在南方，尽管产生种族不平等的具体政策在南方和全国其他地区之间有所不同。依赖地方税收作为学校资金的主要来源，以及地方学区边界的神圣性，与国家努力建立或至少允许教育中的社会不平等有关（南方的直接种族不平等，南方以外的社区间不平等），一旦明确和直接的国家政策发生转变，这就成为减少或消除教育中种族不平等的主要制度障碍更大的种族平等。国家政策为受到威胁的精英（在这种情况下，白人）提供了机会，以激活他们的私人资源，以逃避国家教育政策的意图，这些政策往往以意想不到的方式受到早期国家政策遗产的影响。
From the establishment of common schools in the early 19th century to the present, racial inequality in educational funding and other forms of educational opportunity were explicit policies of the state throughout the country, not just in the South, although the specific policies that produced racial inequality varied between the South and the rest of the country. The reliance on local taxes as a primary source of school funding and the sanctity of local school-district boundaries, linked to state efforts to establish or, at least, permit social inequality in education (direct racial inequality in the South, between-community inequality outside the South), became the main institutional obstacle to reducing or eliminating racial inequality in education once explicit and direct state policy shifted in the direction of greater racial equality. State policies have provided opportunities for threatened elites (in this case, whites) to activate their private resources to evade the intent of state educational policies that are conditioned in often-unexpected ways by the legacies of earlier state policies.