Abstract
In the United States, equally performing students of different racial/ethnic groups may have different prospects for enrollment in rigorous curricular positions. Over time, the processes and operation of curricular systems have changed, and those changes may matter for the existence of racial/ethnic differences in access. We first outline dimensions that distinguish forms of in-school structural differentiation. We then use those dimensions to describe in-school structural differentiation at different points in time in the United States. Next, the time-period-specific evidence on racial/ethnic inequality is outlined, thus embedding findings in historical time. Finally, we array findings on racial/ethnic inequality into life-course trajectories for studied cohorts, revealing that different cohorts may have documented differences in their experience with respect to race and curricular placement.
| Original language | English (US) |
|---|---|
| Title of host publication | Annual Review of Sociology |
| Publisher | Annual Reviews Inc |
| Pages | 355-378 |
| Number of pages | 24 |
| DOIs | |
| State | Published - Jul 30 2020 |
Publication series
| Name | Annual Review of Sociology |
|---|---|
| Volume | 46 |
| ISSN (Print) | 0360-0572 |
Funding
We thank Jan Jacobs, Susan Rachel Schacht (posthumously), H. Sorayya Carr, Aimée Dechter, and Wai Kit Choi for wise counsel, many Madison, Wisconsin, analysts for consistent support, Douglas Massey, the Editorial Committee, and an anonymous reviewer. This material is based upon work supported by the National Science Foundation under grant 1628813. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the National Science Foundation. All errors and omissions are the fault of the authors.
Keywords
- ability-grouping
- education
- life-course studies
- racial/ethnic inequality
- tracking
ASJC Scopus subject areas
- Sociology and Political Science
