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Unpublished Paper
Educational Blockade: Structural Inequities in Segregated Southern High Schools
(2019)
  • Rhonda Tsoi-A-Fatt Bryant
Abstract
Black students in the South lag behind other racial groups in college readiness, matriculation, and completion. Many Southern states have returned to defacto segregation in schools, with little scrutiny of school structures or equity. This paper highlights the results of a quantitative study that found statistically significant differences between Black and White Southern high schools regarding the availability of higher-level mathematics and science courses, and the proportion of certified teachers. Additionally, a linear, statistically significant relationship is established between ACT tests scores and availability of mathematics and science courses, and the proportion of certified teachers, proving the hypothesis that Southern Black students receive purposefully disparate education, which impacts their readiness for postsecondary learning, and future economic success.
Keywords
  • Black,
  • education,
  • high school,
  • structural racism,
  • college readiness,
  • south,
  • teacher quality,
  • coursework rigor,
  • STEM
Disciplines
Publication Date
April 7, 2019
Comments
Presented at the 2019 Annual Meeting of the American Education Research Association, Toronto, Canada, April 7, 2019.
Citation Information
Bryant, R. (2019, April 7). Educational blockade: Structural inequities in segregated southern high schools. Paper presented at the 2019 Annual Meeting of the American Education Research Association.