Classroom Segregation Without Tracking: Chance, Legitimacy, and Myth in "Racial Paradise"
Principal Investigator(s): View help for Principal Investigator(s) Josh Leung-Gagné, Stanford University Center on Poverty and Inequality
Version: View help for Version V1
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Project Citation:
Leung-Gagné, Josh. Classroom Segregation Without Tracking: Chance, Legitimacy, and Myth in “Racial Paradise.” Ann Arbor, MI: Inter-university Consortium for Political and Social Research [distributor], 2023-04-04. https://doi.org/10.3886/E188181V1
Project Description
Summary:
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Though
schools do not track in Brazil, I find that racial classroom segregation in
Brazil is on par with recent estimates from North Carolina high schools (Clotfelter et al.,
2020). How does racial classroom
segregation occur without tracking, and in a supposed “racial paradise,” no
less? Using national, student-level data spanning from 2011 to 2017, I describe
racial classroom segregation among Brazilian 5th and 9th graders and assess
potential mechanisms identified in the literature. The findings are consistent
with segregation by chance in which (1) schools typically assign students to
classrooms pseudo-randomly, producing initial assignments that can be
substantially segregated and (2) schools choose to move forward with these
assignments, even when they are highly segregated, rather than make
race-conscious adjustments. This is consistent with racial democracy, a
prominent colorblind ideology in Brazil.
Funding Sources:
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United States Department of Education. Institute of Education Sciences (R305B140009)
Scope of Project
Subject Terms:
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Random segregation;
Index bias;
Racial democracy;
Colorblind racial ideology
Geographic Coverage:
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Brazil
Time Period(s):
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2011 – 2017
Universe:
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5th and 9th grade public school students
Data Type(s):
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administrative records data;
census/enumeration data;
survey data
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