Minority Student Issues: Racial/Ethnic Data Collected by the National Center for Education Statistics Since 1969.

1990 ◽  
Vol 59 (1) ◽  
pp. 99
Author(s):  
Charles A. Asbury
Keyword(s):  
Minority Student ◽  
Education Statistics ◽  
Racial Ethnic

Associations Between Teacher–Student Racial/Ethnic Congruence and Public School Teachers’ Risk for Stress

2020 ◽  
pp. 004208591989404
Author(s):  
Christopher J. McCarthy ◽  
Jendayi Dillard ◽  
Paul G. Fitchett ◽  
Lauren Boyle ◽  
Richard G. Lambert
Keyword(s):  
School Context ◽  
Public School Teachers ◽  
Schools And Staffing Survey ◽  
National Data ◽  
Teacher Student ◽  
Education Statistics ◽  
K 12 ◽  
The Relationship ◽  
Racial Ethnic ◽  
Ethnic Congruence

Using national data from the National Center for Education Statistics 2011–2012 Schools and Staffing Survey and Common Core of Data, we examined the relationship between K–12 practitioners’ risk for stress and the teacher-to-student racial/ethnic congruence. Analyses indicated significant variation in risk for stress by school racial composition and suggested that the likelihood of being categorized as most at-risk for stress is associated with the teacher-to-student racial/ethnic congruence. Findings point to substantial differences in how teachers appraise their environments depending on school context, which has implications for how education stakeholders recruit and prepare classroom practitioners.

scholarly journals The problematization of racial/ethnic minority student participation in U.S. study abroad

2013 ◽  
Vol 4 (2) ◽  
pp. 365-390 ◽  
Author(s):  
M'Balia Thomas
Keyword(s):  
Study Abroad ◽  
Language Learning ◽  
Ethnic Minority ◽  
Minority Students ◽  
Race And Ethnicity ◽  
Minority Student ◽  
Study Abroad Programs ◽  
Ethnic Minority Students ◽  
Race Ethnicity ◽  
Racial Ethnic

AbstractWithin U.S. higher education, there has been concern expressed about the underrepresentation of racial/ethnic minority students in U.S. study abroad programs. Though as a whole these students participate in study abroad at lower rates than their Caucasian counterparts, the fact that study abroad participation is even problematized by race/ethnicity (rather than other social categories such as gender, socioeconomic status or field of study) and the manner by which this is done warrant critical investigation. Drawing upon Foucault's concept of problematization (1984, 1988), this paper examines the discourses and practices (both discursive and nondiscursive) that mark current study abroad literature in which participation by U.S. undergraduates is tracked, categorized and ranked by race and ethnicity. It further problematizes the taken-for-granted assumptions that masquerade as truths and inhabit the methodological and analytical practices that govern research on racial and ethnic minority students, and in the process, uncovers an overarching code of thought that permeates the literature. Ultimately, this paper seeks to challenge the “truths” and counter the assumptions upon which this code of thought is based by highlighting those voices only marginally recognized in study abroad participation literature. These voices provide a local and contextualized perspective on the factors contributing to the lower rates of participation among one racial/ethnic minority category: African Americans. Although the paper does not take up the topic of language learning in study abroad contexts, it does present the real world challenge of language-in-use. It addresses the material and subject effects that a problematization of study abroad participation by race/ethnicity has on students, research practices, institutional and governmental policies, and the allocation of resources related to language study and the promotion and support of study abroad.

scholarly journals Stasis and Change in Public School District Racial/Ethnic Segregation, 1993–2015

AERA Open ◽  
2020 ◽  
Vol 6 (2) ◽  
pp. 233285842092997
Author(s):  
Meredith P. Richards ◽  
Kori James Stroub ◽  
Camila Cigarroa Kennedy
Keyword(s):  
Public School ◽  
School Districts ◽  
Public School Districts ◽  
Ethnic Segregation ◽  
Meaningful Change ◽  
Public School District ◽  
Education Statistics ◽  
The Stability ◽  
Racial Ethnic ◽  
Previous Scholarship

Scholars have often suggested that racial integration is inherently unstable—a transition point in the racial transformation of neighborhoods and schools. While much empirical attention has been paid to documenting changes in segregation in public school districts, in this study we provide initial evidence focusing on the stability of segregation patterns. We calculate annual measures of district racial/ethnic segregation from the National Center for Education Statistics Common Core of Data from 1993 to 2015. Our findings suggest that despite relatively high and stable levels of segregation nationally, stability is the rule, rather than the exception, for the majority of public school districts. Using a taxonomy of severity and stability derived from previous scholarship, we find that most districts are “stably integrated,” with a minority “stably segregated” or exhibiting meaningful change. Our findings suggest that further attention to the characteristics and practices of “stably integrated” districts may be warranted.

Digest 2002 Digest of Education Statistics 2002

2003 ◽  
Author(s):  
Thomas D. Snyder ◽  
◽  
Charlene M. Hoffman
Keyword(s):  
Education Statistics
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