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Activity Number:
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103
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Type:
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Topic Contributed
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Date/Time:
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Monday, August 9, 2004 : 10:30 AM to 12:20 PM
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Sponsor:
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Social Statistics Section
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| Abstract - #302262 |
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Title:
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Qui Bono? Winners and Losers in the California Public Higher Education System
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Author(s):
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Walter R. Allen*+
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Companies:
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University of California, Los Angeles
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Address:
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Dept. of Sociology, Los Angeles, CA, 90095-1551,
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Keywords:
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educational inequality ; California high school students ; race, class, gender disparities in educational achievement
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Abstract:
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Why and how are statistics used so widely to explain educational inequities across racial groups? To what extent do conventional statistical approaches reproduce and validate race/ethnic/class/gender disparities in educational achievement? Given the pervasive "race blindness" in much of this literature, can statistics allow us to explore how deeply race affects educational processes and simultaneously lead us to do research that puts the humanity of individuals and groups at the forefront? Our approach is informed by empirical research on educational inequality in California that uses quantitative and qualitative data to illustrate the importance of codependent causal factors. After offering a critique of how statistics in key studies on educational inequality have been utilized in dehumanizing ways, we posit alternative theoretical explanations and challenge orthodox methods of examining educational experiences and outcomes. We then provide an in-depth case study of one anti-racist project that uses statistics as a central way of examining educational success and aspirations of high school students (CHOICES).
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- The address information is for the authors that have a + after their name.
- Authors who are presenting talks have a * after their name.
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