Relevant bibliographies by topics / Racism in education

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Racism in education'

Author: Grafiati
Published: 4 June 2021
Last updated: 31 July 2024

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Journal articles on the topic "Racism in education"

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Adhikari-Sacré, Hari Prasad, and Kris Rutten. "When Students Rally for Anti-Racism. Engaging with Racial Literacy in Higher Education." Philosophies 6, no. 2 (June 11, 2021): 48. http://dx.doi.org/10.3390/philosophies6020048.

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Despite a decade of diversity policy plans, a wave of student rallies has ignited debates across western European university campuses. We observe these debates from a situated call for anti-racism in Belgian higher education institutions, and critically reflect on the gap between diversity policy discourse and calls for anti-racism. The students’ initiatives make a plea for racial literacy in the curriculum, to foster a critical awareness on how racial hierarchies have been educated through curricula and institutional processes. Students rethink race as a matter to be (un)learned. This pedagog
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Welton, Anjalé D., Devean R. Owens, and Eboni M. Zamani-Gallaher. "Anti-Racist Change: A Conceptual Framework for Educational Institutions to Take Systemic Action." Teachers College Record: The Voice of Scholarship in Education 120, no. 14 (November 2018): 1–22. http://dx.doi.org/10.1177/016146811812001402.

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To achieve racial equity in education not only do individuals’ mindsets need to be shifted to a more anti-racist ideology, but the institutions in which they work need to make profound anti-racist changes as well. Therefore, we revisit two sets of literature, research on anti-racism and organizational change, to explore what actions and leadership attributes could foster actual institutional change for racial equity. However, we do acknowledge the limitations of each body of research. Anti-racism research is more so ideological and theoretical and does not operationalize specifically how to ta
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Playfair, Catherine, Garfield Hunt, and Chrissie DaCosta. "Developing anti-racist undergraduate nursing education: themes and action." British Journal of Nursing 32, no. 15 (August 17, 2023): 736–42. http://dx.doi.org/10.12968/bjon.2023.32.15.736.

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The impact of racism on health is undeniable. However, undergraduate nurse education in the UK is not adequately addressing the racism within the profession. Literature on anti-racist nursing education was reviewed to uncover the most effective strategies for nurse educators to develop this approach. The literature describes a climate of denial and defensiveness among nurse educators. It urges nurse educators to develop racial literacy, and explores nursing curricula, recommending intersectionality as a way to teach about health disparities, with a move away from a culturalist perspective. The
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Costa, Daniele da Silva, Rayane Corrêa Pantoja, and Waldir Ferreira de Abreu. "Relações etnico-racias: o pensamento decolonial e a prática pedagógica para uma educação antirracista." Revista Educação e Emancipação 14, no. 1 (March 29, 2021): 111. http://dx.doi.org/10.18764/2358-4319.v14n1p111-138.

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O objetivo deste texto é refletir sobre as relações etnico-raciais a partir do pensamento e prática pedagógica decolonizadora no enfrentamento do racismo. Tomamos como questões de pesquisa algumas inquietações: De que forma o negro (a) é representado historicamente no contexto brasileiro? Como as discussões contra o racismo estão presentes no campo educacional? Em que amplitude as questões de racismo e do antirracismo no âmbito da história da educação no Brasil caminham para o pensamento decolonial? A metodologia adotada para esta discussão, volta-se a revisão bibliográfica e análise documenta
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Kailin, Julie. "How White Teachers Perceive the Problem of Racism in Their Schools: A Case Study in “Liberal” Lakeview." Teachers College Record: The Voice of Scholarship in Education 100, no. 4 (January 1999): 724–50. http://dx.doi.org/10.1177/016146819910000402.

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This study examined White teachers’ perceptions of racism in their schools. An open-ended questionnaire was administered to 222 teachers in a medium-sized highly rated middle-class Midwestern school district. Teachers were asked to provide examples of racism in their schools. Teachers’ responses were analyzed and coded according to major themes that were collapsed into three major categories: attribution of racial problems to Whites; attribution of racial problems to Blacks; attribution of racial problems to institutional/cultural factors. Research findings indicate that most White teachers op
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Seikkula, Minna. "Adapting to post-racialism? Definitions of racism in non-governmental organization advocacy that mainstreams anti-racism." European Journal of Cultural Studies 22, no. 1 (August 11, 2017): 95–109. http://dx.doi.org/10.1177/1367549417718209.

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Scholarly discussions contesting post-racialism have noted how the false but common belief – that systematic racism has been defeated in Western societies – works to undermine anti-racism’s critical potential. Simultaneously, the discussion about the relativization of anti-racism has mainly been located in contexts with strong anti-racist traditions. By exploring anti-racism in the Finnish civil society, the article thematizes thinking around the post-racial modality of racism in a context where racism is often presented as a recent phenomenon. A discourse analysis of non-governmental organiza
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Wetzel, Melissa Mosley, Annie Daly, Kira LeeKeenan, and Natalie Sue Svrcek. "Coaching Using Racial Literacy in Preservice Teacher Education." Journal of Literacy Research 53, no. 4 (October 28, 2021): 539–62. http://dx.doi.org/10.1177/1086296x211052246.

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Drawing on a theoretical framework that centers race, racism, and anti-racism, this study explores a coaching conference in preservice literacy teacher education. In classrooms, teachers often encounter disruptions in the community; however, those disruptions are often seen as problems to be solved and are addressed without interrogating race discourses. This study builds on previous research that has explored how teachers engage in developing understandings about race in relation to their practice using discursive tools of racial literacy. We ask, How do three White teachers draw on race disc
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Perez, Ebony N. "Faculty as a Barrier to Dismantling Racism in Social Work Education." Advances in Social Work 21, no. 2/3 (September 23, 2021): 500–521. http://dx.doi.org/10.18060/24178.

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Facilitating learning around race and racism is often uncomfortable for faculty as well as students. The purpose of this qualitative case study was to investigate the experiences of undergraduate social work educators who teach about race and racism in social work programs. I employed a qualitative case study design to understand the lived experience of undergraduate social work educators who teach race specific content. I employed a combination of purposive sampling and snowballing methods to identify nine participants from the Southeast region of the United States. Utilizing a Critical Race
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Andrews, Dorinda J. Carter. "Black Achievers’ Experiences with Racial Spotlighting and Ignoring in a Predominantly White High School." Teachers College Record: The Voice of Scholarship in Education 114, no. 10 (October 2012): 1–46. http://dx.doi.org/10.1177/016146811211401002.

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Background/Context Despite a history of racial oppression and degradation in U.S. schools, African Americans have responded to racism and discrimination in ways that promote educational attainment and school success. Many Black adolescents have been empowered to succeed academically partly because of their awareness of racist practices in education and society. This empowerment to succeed in the face of racism is also seen as resiliency. A growing body of research suggests that despite experiencing racism in schools, many African Americans possess an achievement ethos that demands a commitment
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Rosiek, Jerry. "School segregation: A realist’s view." Phi Delta Kappan 100, no. 5 (January 22, 2019): 8–13. http://dx.doi.org/10.1177/0031721719827536.

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The nation’s greatest anti-racist education policy — school desegregation — has proven no match for the adaptations of institutionalized racism. Over the last 40 years, school segregation has evolved and reemerged in housing patterns, school zoning policy, and curricular tracking. This has led to calls for new solutions to the problem of racial segregation in schools. Is it possible, however, that the pursuit of such solutions is a form of avoidance, an unwillingness to face the intractable nature of institutionalized racism? Jerry Rosiek considers the power of pessimism about racial justice a
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Dissertations / Theses on the topic "Racism in education"

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Pendakur, Vijay. "Asian American college students| Making racial meaning in an era of color-blind racism." Thesis, DePaul University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3584790.

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<p> Since the end of the Civil Rights era, a new paradigm has emerged for understanding race and racism in American society. This neoliberal hegemonic discourse argues that systemic racism ended with the abolishment of formal, juridical racism and that any continued investment in race is both unnecessary and deeply problematic. Critical race theorists have named this framework color-blind racism. In recent years, color-blind racist discourse has been repackaged under a &#129;"post-race" label and the election of America&#129;'s first non-White president has only served to bolster notions that
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Frazer, Edorah. "Unlearning Racism:." ScholarWorks @ UVM, 2011. http://scholarworks.uvm.edu/graddis/85.

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Racism damages all of us. It degrades the lives of some, it diminishes the integrity of others, and it saps our resources and threatens our peace as a nation. Racism in the United States takes place on multiple levels: within and between individuals, in our cultural milieu, and in our social institutions. In this dissertation, I describe ways in which I have both encountered and perpetrated racism personally and professionally as an educator. I then explore ways in which racism can be unlearned by individuals and dismantled institutionally, particularly in the arena of education, so that our n
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Wheeler, Ivy G. "Colorblind Racism: Our Education System's Role in Perpetuating Racial Caste in America." University of Akron / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=akron1430765564.

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Shimek, Rhonda. "Racism, education and the American Indian student." Online version, 2003. http://www.uwstout.edu/lib/thesis/2003/2003shimekr.pdf.

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Machado, Lúcia Helena de Assis. "Professores negros, experiências de discriminação, de racismo e pedagogias anti-racistas." Universidade Federal de São Carlos, 2010. https://repositorio.ufscar.br/handle/ufscar/2569.

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Made available in DSpace on 2016-06-02T19:39:16Z (GMT). No. of bitstreams: 1 3360.pdf: 770733 bytes, checksum: 67f7d054bbe46d94c3da6a82e41872dd (MD5) Previous issue date: 2010-05-07<br>The presente work has a objective the a analysis by the memory and telling of personal and professional experiences of discriminations and racism lived by eight black teachers, for through them to understand the position accepted by the same teachers up against the racial question, or in the school circle or out of it. It also analizes how the discriminatitory experiences contribute in bigger or smaller grade
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Cabrera, Nolan L. "Invisible racism male, hegemonic whiteness in higher education /." Diss., Restricted to subscribing institutions, 2009. http://proquest.umi.com/pqdweb?did=1835828091&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.

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Bedard, Gabriel. "Deconstructing whiteness, pedagogical implications for anti-racism education." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape10/PQDD_0004/MQ46174.pdf.

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SANTOS, J?lio C?sar Ara?jo dos. "Outra educa??o ? poss?vel? A lei 10.639/03 na forma??o docente dos Institutos de Educa??o da Baixada Fluminense." Universidade Federal Rural do Rio de Janeiro, 2016. https://tede.ufrrj.br/jspui/handle/jspui/1449.

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Submitted by Jorge Silva (jorgelmsilva@ufrrj.br) on 2017-02-22T19:19:05Z No. of bitstreams: 1 2016 - Julio Cesar Araujo dos Santos.pdf: 6913194 bytes, checksum: 9b333a5cbf9f2fbd3637734c9fbb0d7a (MD5)<br>Made available in DSpace on 2017-02-22T19:19:06Z (GMT). No. of bitstreams: 1 2016 - Julio Cesar Araujo dos Santos.pdf: 6913194 bytes, checksum: 9b333a5cbf9f2fbd3637734c9fbb0d7a (MD5) Previous issue date: 2016-02-25<br>The sanction of Law 10,639 / 03 changed the LDBEN with the inclusion of Article 26 -A and the obligation by governments to implement the DCN Erer strengthened the questionin
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Williams, Nicole V. "Racial Identity Development in Prospective Teachers: Making Sense of Encounters with Racism." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1280329565.

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Costa, Wellington Narde Navarro da. "Sociologia em “Mangas de camisa” : representação do negro brasileiro nos livros didáticos." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2017. http://hdl.handle.net/10183/168822.

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O presente trabalho busca investigar de que maneira os livros de Sociologia do Programa Nacional do Livro Didático (2015) abordam a temática étnico-racial no que concerne à população negra brasileira. Através do suporte estabelecido pelas políticas de ações afirmativas na área da Educação e da legislação em vigor – artigo 26-A da LDB – a pesquisa pretende verificar de que forma as Ciências Sociais têm elaborado estudos e compreensões referentes à questão racial na confecção do material didático destinado ao Ensino Médio. Nesse sentido, a pesquisa parte do respectivo problema: os livros didátic
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Books on the topic "Racism in education"

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Mehra, Harish. Racism in education. Peterborough: The Author, 2000.

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Tamara, Beauboeuf-Lafontant, and Augustine D. Smith, eds. Facing racism in education. 2nd ed. Cambridge, MA: Harvard Educational Review, 1996.

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1948-, Carrington Bruce, ed. Education, racism, and reform. London: Routledge, 1990.

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Hidalgo, Nitza M., and Ceasar L. McDowell. Facing racism in education. Cambridge, MA: Harvard Educational Review, 1990.

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S, Gundara Jagdish, Jones Crispin, and Kimberley Keith, eds. Racism, diversity, and education. London: Hodder and Stoughton, 1986.

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Peters, Michael A., and Liz Jackson. Race and Racism in Education. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003346104.

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Ian, Law, Phillips, Deborah, 1952 Sept. 27-., and Turney Laura, eds. Institutional racism in higher education. Stoke on Trent, UK: Trentham Books, 2004.

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Troyna, Barry. Racism and education: Research perspectives. Buckingham [England]: Open University Press, 1993.

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Troyna, Barry. Racism and education: Research perspectives. Toronto: OISE Press, 1993.

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Crozier, Gill. Racism and Education in Britain. Cham: Springer International Publishing, 2024. http://dx.doi.org/10.1007/978-3-031-18931-9.

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Book chapters on the topic "Racism in education"

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Kehily, Mary Jane, and Ian Grosvenor. "Racism and Anti-Racist Education." In Teacher Information Pack 1: Behaviour, 241–52. London: Macmillan Education UK, 1985. http://dx.doi.org/10.1007/978-1-349-08997-0_26.

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Schnakenberg, Gary. "Learning Racism." In EcoJustice Education, 160–95. Third Edition. | New York : Routledge, 2021. | Series: Sociocultural, political, and historical studies in education series |Second edition published 2015.: Routledge, 2020. http://dx.doi.org/10.4324/9780429020049-7.

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Weber, Jean-Jacques. "Language and Education." In Language Racism, 78–93. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137531070_7.

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Orelus, Pierre W. "Un-Schooling Racism is Anti-Racist Education." In Unschooling Racism, 39–49. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-53795-1_5.

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Akkari, Abdeljalil, and Myriam Radhouane. "Race, Racism and Anti-racism." In Intercultural Approaches to Education, 31–41. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-70825-2_3.

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AbstractInter- and multicultural approaches in education activate concepts such as race, racism, ethnicity or discrimination. These concepts are often associated with historical events, which have given them added significance and make their appropriation more complicated. Added to which, they can have different meanings according to the social or cultural group employing them, and according to their geographical or even their historical setting. For all these reasons, it is necessary to learn how to interpret these concepts, to understand the issues connected with their use and to discuss the ways they can be employed in education.
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Cole, Mike. "Racism and education." In Education, Equality and Human Rights, 83–108. 5th ed. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003177142-4.

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Fraser-Burgess, Sheron. "Racism and Education." In Equality, Education, and Human Rights in the United States, 79–114. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003150671-4.

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Skovsmose, Ole. "Landscapes and Racism." In Critical Mathematics Education, 15–31. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-26242-5_2.

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Carpenter Emling, Diane. "Education." In Institutional Racism and Restorative Justice, 52–69. 2nd ed. New York: Routledge, 2024. http://dx.doi.org/10.4324/9781003468387-8.

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Mikander, Pia. "Racism in Finnish School Textbooks: Developments and Discussions." In Finland’s Famous Education System, 289–302. Singapore: Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-19-8241-5_18.

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AbstractWhile the Finnish education system has been celebrated for promoting equality, recent reports point to problems concerning racism within Finnish schools. Kristín Loftsdóttir suggests looking at racism from three angles: everyday racism, prior immobility, and structural racism. This chapter draws on this idea, showing how racism is present in Finnish school textbooks in history, social science and geography. Many textbooks seem to deviate from the curricular core values of equality by portraying the West as superior to the rest of the world. This is visible in different ways. While old racist or colonial words are removed from textbooks, the perspective may still only promote a Western worldview. Changes in textbooks might stay on a superficial level, rather than reaching the epistemological perspective. History textbook passages about colonial times might include images of racist caricatures to express the explicit racism of this era. Similar caricatures are being removed from consumer products, and we might ask whether they belong to history teaching, particularly if they do not encourage a discussion about continued racism. Using textbooks with racist content requires that teachers are aware of racism. The teacher needs to know how to lead critical reflection, while keeping the classroom safe from racist remarks. During a pandemic, when students are alone with textbooks, there is a particular concern about the democratic task of educating for anti-racism. This is especially important in a world largely influenced by a media discourse that makes certain racist opinions unremarked or seen as a matter of common sense.
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Conference papers on the topic "Racism in education"

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Mizelle, Nathalie, James Maiden, Quintin Boston, and Anthony Andrews. "Systematic Racism: Racial Disparities in Mental Health during COVID-19." In 2nd Annual Faculty Senate Research Conference: Higher Education During Pandemics. AIJR Publisher, 2022. http://dx.doi.org/10.21467/proceedings.135.10.

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Systemic racism exacerbates the adverse impacts of social determinants of health, causing health disparities for African Americans. The COVID-19 pandemic's effect on communities of color has provided more attention and respect to African Americans' need for mental health care. This conceptual article explores COVID-19 and systemic racism disproportionately affecting African Americans' mental health and psychological well-being. The article also provides recommendations for counselor educators and mental health professionals to combat the problem.
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Guillén, Héctor. "Systemic Racism in Education: A Chicano Perspective." In AERA 2022. USA: AERA, 2022. http://dx.doi.org/10.3102/ip.22.1890151.

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Guillén, Héctor. "Systemic Racism in Education: A Chicano Perspective." In 2022 AERA Annual Meeting. Washington DC: AERA, 2022. http://dx.doi.org/10.3102/1890151.

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Karmila, Pipi, and Dasim Budimansyah. "Digital Racism: A New Form of Racism, A Threat to the Integrity of the Nation." In Annual Civic Education Conference (ACEC 2021). Paris, France: Atlantis Press, 2022. http://dx.doi.org/10.2991/assehr.k.220108.054.

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Kugiya, Jase. "Pacific Islander Experiences of Racism in Higher Education." In 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1692802.

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Perumal, Juliet, and Andrea Dawson. "Racial Dynamics at an Independent South African Educational Institution." In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1002671.

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Historically, education in South Africa has been beset by inequality. Over the last few decades, however, the landscape of South African government schooling has evolved considerably since its distinctive, racially-defined origins. This is largely due to reforms in the education sector, which played a key role in attempting to redress the injustices of the Apartheid system. Since its inception in 1929, the Independent Schools Association of Southern Africa (ISASA) has envisioned a value-based and quality education for all learners, irrespective of race, creed or culture. Thus, the media exposu
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Owens, Chastity. "Examining Anti-Black Racism in School Social Work Education." In 2022 AERA Annual Meeting. Washington DC: AERA, 2022. http://dx.doi.org/10.3102/1889947.

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Majumder, Milie. "Anti-Asian Racism and Well-Being in Higher Education." In 2024 AERA Annual Meeting. Washington DC: AERA, 2024. http://dx.doi.org/10.3102/2114758.

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Possoly da Silva Alves, Daianne, Franciele Therezinha Magno Calidoni, Mariana Sales de Oliveira, Thaís Araújo de Azevedo, Thalissa Bastos Batista, Rafaela Pinheiro de Almeida Neves, and Edson Ribeiro de Andrade. "The psychosocial impacts of remote education on black youth: an intersectional debate on the COVID-19 pandemic, gender, race and class." In 7th International Congress on Scientific Knowledge. Perspectivas Online: Humanas e Sociais Aplicadas, 2021. http://dx.doi.org/10.25242/8876113220212452.

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The Covid-19 pandemic has moved scientists from different areas of knowledge worldwide to bring reflections on the impacts caused by it, whose scope goes beyond human health in its physical and psychological aspects and affects the economy, politics, social relations at work, the educational system, etc. Therefore, this project, promoted by the Laboratory for the Study of Stigmatization Processes (LEPE) in partnership with the Racism Studies Line (LER) of the Psychology Course of the Higher Education Institutes at CENSA -ISECENSA, aims to promote the debate on the psychosocial effects of remot
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Rainey, Katherine, Melissa H. Dancy, Roslyn Mickelson, Elizabeth Stearns, and Stephanie Moller. "STEM Majors’ Perceptions of Racism and Sexism in STEM." In 2017 Physics Education Research Conference. American Association of Physics Teachers, 2018. http://dx.doi.org/10.1119/perc.2017.pr.077.

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Reports on the topic "Racism in education"

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Spencer, Joi, and Kerri Ullucci. A Resource Guide for Schools and Districts: Addressing Racism in the Education System. San Diego, CA: University of San Diego, August 2020. http://dx.doi.org/10.22371/05.2020.002.

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Harrington, James M., Stephanie Hawkins, Michelle Lang, Wanda Bodnar, Claudia Alberico, Leslimar Rios-Colon, Keith E. Levine, et al. The Need for a Diverse Environmental Justice Workforce: Using Applied Research to Understand the Impacts of Harmful Environmental Exposures in Vulnerable and Underserved Communities. RTI Press, September 2022. http://dx.doi.org/10.3768/rtipress.2022.op.0078.2209.

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Protecting all people from the harmful effects of environmental exposures relies on the coordinated efforts of scientific researchers, regulatory agencies, legislators, and the public. Environmental justice addresses the disproportionate impact that harmful environmental exposures have on individuals and communities who are minoritized and marginalized. It has long been known that environmental problems disproportionately impact these groups; however, addressing these problems has been impeded by structural racism and other biases. Developing effective interventions to eliminate these disparit
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Rogers, Jessa, Kate E. Williams, Kristin R. Laurens, Donna Berthelsen, Emma Carpendale, Laura Bentley, and Elizabeth Briant. Footprints in Time: Longitudinal Study of Indigenous Children. Queensland University of Technology, October 2022. http://dx.doi.org/10.5204/rep.eprints.235509.

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The Longitudinal Study of Indigenous Children (LSIC; also called Footprints in Time) is the only longitudinal study of developmental outcomes for Aboriginal and Torres Strait Islander children globally. Footprints in Time follows the development of Australian Aboriginal and Torres Strait Islander children to understand what Indigenous children need to grow up strong. LSIC involves annual waves of data collection (commenced in 2008) and follows approximately 1,700 Aboriginal and Torres Strait Islander children living in urban, regional, and remote locations. This LSIC Primary School report has
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Cutler, Kelly. Making Race Matter: Interrupting Racial Color-blindness in Education Through the Implementation of Anti-racist Curriculum. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.7368.

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Vo, Thao, Susan Lyons, Felice Levine, Nathan Bell, and Ye Tong. State of the Field: Gender and Racial Equity in Educational Measurement. American Educational Research Association, April 2024. http://dx.doi.org/10.3102/aera20241.

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This report is the result of a collaborative initiative of the American Educational Research Association (AERA), the National Council on Measurement in Education (NCME), and Women in Measurement (WIM) aimed at understanding the current state of gender and racial equity within the educational measurement field. Based on a survey of professionals’ experiences and perceptions, the study documents disparities across racial and gender groups and offers recommendations for creating a more diverse, equitable, and inclusive profession.
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Hinrichs, Peter. An Empirical Analysis of Racial Segregation in Higher Education. Cambridge, MA: National Bureau of Economic Research, December 2015. http://dx.doi.org/10.3386/w21831.

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Elder, Todd, David Figlio, Scott Imberman, and Claudia Persico. School Segregation and Racial Gaps in Special Education Identification. Cambridge, MA: National Bureau of Economic Research, May 2019. http://dx.doi.org/10.3386/w25829.

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Temkin Cahill, Deborah, Kristen Harper, and Cassidy Guros. Healthy Schools Can Mitigate Ongoing Racial Inequities in Education. Child Trends, Inc., June 2023. http://dx.doi.org/10.56417/7057e2354w.

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Arias, Omar, Gustavo Yamada, and Luis Tejerina. Education, Family Background and Racial Earnings Inequality in Brazil. Inter-American Development Bank, September 2002. http://dx.doi.org/10.18235/0012219.

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This study combines survey data with annual state data on pupil-teacher ratios covering broadly the period 1940-90 to investigate the role of race, family background and education (both the quantity and quality) in explaining earnings inequality between whites and the African descendent population (pretos and pardos) in Brazil. The authors estimate quantile Mincer earnings equations to go beyond the usual racial average earnings gaps decompositions. The main findings indicate that differences in human capital, including parental education and education quality, and in its returns, account for
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Plasencia, Sara, and Hanna Melnick. Strategies to Foster Integration in Early Childhood Education. Learning Policy Institute, February 2024. http://dx.doi.org/10.54300/639.507.

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Emerging evidence indicates that the benefit of school- and classroom-level diversity in early childhood education may be as significant as in K–12. This report explores five policy strategies that foster socioeconomic, racial, and ethnic integration in early learning and five city or district examples of implementation.
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