Ethnic Diversity, Mobility and School Funding


Book Description

This paper explores the relationship between ethnic diversity and local school funding in Kenyan primary schools. The empirical results paint a picture of pervasive local collective action problems in ethnically diverse Kenyan primary schools. Local ethnic diversity is robustly associated with lower local school funding, less parental involvement in school functions, and fewer desks, latrines, and classrooms per pupil in ninety-seven rural Kenyan primary schools. However, local ethnic diversity is not related to average test score performance in these schools. The theory examines the school choice and school funding process when student mobility between schools is limited by land market imperfections, and some aspects of educational quality - such as headmaster competence - differs markedly across schools. The implication for human capital accumulation, economic growth, and local collective action are discussed, especially for Africa.










Unequal City


Book Description

Chicago has long struggled with racial residential segregation, high rates of poverty, and deepening class stratification, and it can be a challenging place for adolescents to grow up. Unequal City examines the ways in which Chicago’s most vulnerable residents navigate their neighborhoods, life opportunities, and encounters with the law. In this pioneering analysis of the intersection of race, place, and opportunity, sociologist and criminal justice expert Carla Shedd illuminates how schools either reinforce or ameliorate the social inequalities that shape the worlds of these adolescents. Shedd draws from an array of data and in-depth interviews with Chicago youth to offer new insight into this understudied group. Focusing on four public high schools with differing student bodies, Shedd reveals how the predominantly low-income African American students at one school encounter obstacles their more affluent, white counterparts on the other side of the city do not face. Teens often travel long distances to attend school which, due to Chicago’s segregated and highly unequal neighborhoods, can involve crossing class, race, and gang lines. As Shedd explains, the disadvantaged teens who traverse these boundaries daily develop a keen “perception of injustice,” or the recognition that their economic and educational opportunities are restricted by their place in the social hierarchy. Adolescents’ worldviews are also influenced by encounters with law enforcement while traveling to school and during school hours. Shedd tracks the rise of metal detectors, surveillance cameras, and pat-downs at certain Chicago schools. Along with police procedures like stop-and-frisk, these prison-like practices lead to distrust of authority and feelings of powerlessness among the adolescents who experience mistreatment either firsthand or vicariously. Shedd finds that the racial composition of the student body profoundly shapes students’ perceptions of injustice. The more diverse a school is, the more likely its students of color will recognize whether they are subject to discriminatory treatment. By contrast, African American and Hispanic youth whose schools and neighborhoods are both highly segregated and highly policed are less likely to understand their individual and group disadvantage due to their lack of exposure to youth of differing backgrounds.




Communities in Action


Book Description

In the United States, some populations suffer from far greater disparities in health than others. Those disparities are caused not only by fundamental differences in health status across segments of the population, but also because of inequities in factors that impact health status, so-called determinants of health. Only part of an individual's health status depends on his or her behavior and choice; community-wide problems like poverty, unemployment, poor education, inadequate housing, poor public transportation, interpersonal violence, and decaying neighborhoods also contribute to health inequities, as well as the historic and ongoing interplay of structures, policies, and norms that shape lives. When these factors are not optimal in a community, it does not mean they are intractable: such inequities can be mitigated by social policies that can shape health in powerful ways. Communities in Action: Pathways to Health Equity seeks to delineate the causes of and the solutions to health inequities in the United States. This report focuses on what communities can do to promote health equity, what actions are needed by the many and varied stakeholders that are part of communities or support them, as well as the root causes and structural barriers that need to be overcome.




Coethnicity


Book Description

Ethnically homogenous communities often do a better job than diverse communities of producing public goods such as satisfactory schools and health care, adequate sanitation, and low levels of crime. Coethnicity reports the results of a landmark study that aimed to find out why diversity has this cooperation-undermining effect. The study, conducted in a neighborhood of Kampala, Uganda, notable for both its high levels of diversity and low levels of public goods provision, hones in on the mechanisms that might account for the difficulties diverse societies often face in trying to act collectively. The Mulago-Kyebando Community Study uses behavioral games to explore how the ethnicity of the person with whom one is interacting shapes social behavior. Hundreds of local participants interacted with various partners in laboratory games simulating real-life decisions involving the allocation of money and the completion of joint tasks. Many of the subsequent findings debunk long-standing explanations for diversity's adverse effects. Contrary to the prevalent notion that shared preferences facilitate ethnic collective action, differences in goals and priorities among participants were not found to be structured along ethnic lines. Nor was there evidence that subjects favored the welfare of their coethnics over that of non-coethnics. When given the opportunity to act altruistically, individuals did not choose to benefit coethnics disproportionately when their actions were anonymous. Yet when anonymity was removed, subjects behaved very differently. With their actions publicly observed, subjects gave significantly more to coethnics, expected their partners to reciprocate, and expected that they would be sanctioned for a failure to cooperate. This effect was most pronounced among individuals who were otherwise least likely to cooperate. These results suggest that what may look like ethnic favoritism is, in fact, a set of reciprocity norms—stronger among coethnics than among non-coethnics—that make it possible for members of more homogeneous communities to take risks, invest, and cooperate without the fear of getting cheated. Such norms may be more subject to change than deeply held ethnic antipathies—a powerful finding for policymakers seeking to design social institutions in diverse societies. Research on ethnic diversity typically draws on either experimental research or field work. Coethnicity does both. By taking the crucial step from observation to experimentation, this study marks a major breakthrough in the study of ethnic diversity. A Volume in the Russell Sage Foundation Series on Trust




Ethnic Diversity in Communities and Schools


Book Description

Research has consistently documented the failure of schools to reach students from linguistically and culturally diverse backgrounds. One reason suggested for this failure is teachers' lack of understanding and appreciation for students' home backgrounds, while most teachers are eager to becvome informed and supportive of their diverse students many have lacked the opportunity to develop the knowedge and skills appropriate to working with such students. Ethnic Diversity examines how migration and settlement patterns have varied for these populations throughout U.S. history, documenting what researchers have learned about Latino, Native American, African American, urban Appalachian, and Asian American families, neighborhoods, and communities as these relate to children's learning through case studies (in the form of vignettes) and suggests how schools, communites, and universities can address the needs of culturally diverse students and their families.




Advancing Race and Ethnicity in Education


Book Description

This timely collection focuses on domestic and international education research on race and ethnicity. As co-conveners of the British Education Research Associations (BERA) Special Education Group on Race and Ethnicity (2010-2013), Race and Lander are advocates for the promotion of race and ethnicity within education. With its unique structure and organisation of empirical material, this volume collates contributions from global specialists and fresh new voices to bring cutting-edge research and findings to a multi-disciplinary marker which includes education, sociology and political studies. The aim of this book is to promote and advocate a range of contemporary issues related to race, ethnicity and inclusion in relation to pedagogy, teaching and learning.




Children of the Dream


Book Description

An acclaimed economist reveals that school integration efforts in the 1970s and 1980s were overwhelmingly successful -- and argues that we must renew our commitment to integration for the sake of all Americans We are frequently told that school integration was a social experiment doomed from the start. But as Rucker C. Johnson demonstrates in Children of the Dream, it was, in fact, a spectacular achievement. Drawing on longitudinal studies going back to the 1960s, he shows that students who attended integrated and well-funded schools were more successful in life than those who did not -- and this held true for children of all races. Yet as a society we have given up on integration. Since the high point of integration in 1988, we have regressed and segregation again prevails. Contending that integrated, well-funded schools are the primary engine of social mobility, Children of the Dream offers a radical new take on social policy. It is essential reading in our divided times.




Identities, Practices and Education of Evolving Multicultural Families in Asia-Pacific


Book Description

This edited book highlights the identities and practices of ethnically diverse families and schools in contexts where multicultural policies are not always a priority. In an era of globalization and ensuing population mobility, it places a focus on Asia-Pacific, a continent with diverse customs, populations, and languages, but grapples with what it might mean to be multicultural. The book features studies and frameworks that illustrate how minoritized communities engage with the diversity they live in and strategies in adjusting and adapting to their sociocultural environments, including practices that might support these efforts. This book represents initiatives and interdisciplinary scholarship from Japan, Hong Kong, mainland China, Australia, South Korea, Thailand, and Taiwan, which underscore the intersection of identities, cultural values, efforts, conflicts, and religions in making diversity work in their contexts. Collectively, these works make a unique contribution by invigorating debates on the flows and evolvement of cultural values and practices within and across families and institutions. This book will appeal to researchers, practitioners, and readers with interest in the current state of cultural diversity among minoritized families in Asia-Pacific and beyond.