Relevant bibliographies by topics / Racial gap

Academic literature on the topic 'Racial gap'

Author: Grafiati
Published: 10 December 2022
Last updated: 28 January 2023

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Contents

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Racial gap.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "Racial gap"

1

Antecol, Heather, and Kelly Bedard. "The Racial Wage Gap." Journal of Human Resources XXXIX, no. 2 (2004): 564–83. http://dx.doi.org/10.3368/jhr.xxxix.2.564.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

DeMatthews, David E. "The Racial Discipline Gap." Journal of Cases in Educational Leadership 19, no. 2 (February 5, 2016): 82–96. http://dx.doi.org/10.1177/1555458915626758.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Jaffe, Eric. "Racial IQ Gap Narrows." Science News 170, no. 6 (August 5, 2006): 85. http://dx.doi.org/10.2307/4017050.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Oliver, Melvin L., and Thomas M. Shapiro. "Disrupting the Racial Wealth Gap." Contexts 18, no. 1 (February 2019): 16–21. http://dx.doi.org/10.1177/1536504219830672.

Full text
Abstract:
African-American families possess a dime for every dollar of White families’ wealth. Among policy ideas to remedy this stark racial wealth divide, baby bonds, basic income, reducing student loan debt, and federal job guarantees hold transformative potential.
APA, Harvard, Vancouver, ISO, and other styles
5

Jenkins, Alan. "Bridging the racial opportunity gap." National Civic Review 98, no. 3 (September 2009): 9–12. http://dx.doi.org/10.1002/ncr.257.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Uhlenberg, Jeffrey, and Kathleen M. Brown. "Racial Gap in Teachers’ Perceptions of the Achievement Gap." Education and Urban Society 34, no. 4 (August 2002): 493–530. http://dx.doi.org/10.1177/00124502034004006.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

&NA;. "The Racial Gap in Prostate Cancer." Oncology Times 28, no. 9 (May 2006): 47. http://dx.doi.org/10.1097/01.cot.0000295404.04197.93.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Garcia, Jennifer R., and Christopher T. Stout. "Responding to Racial Resentment: How Racial Resentment Influences Legislative Behavior." Political Research Quarterly 73, no. 4 (July 3, 2019): 805–18. http://dx.doi.org/10.1177/1065912919857826.

Full text
Abstract:
Despite the growing body of scholarship urging congressional scholars to consider the racialization of Congress, little attention has been given to understanding how racial resentment impacts legislative behavior. To fill this gap, we ask if and how racial resentment within a member’s home district influences the positions she takes on racially tinged issues in her press releases. Due to constituent influence, we expect legislators from districts with high levels of racial resentment to issue racially tinged press releases. Through an automated content analysis of more than fifty four thousand press releases from almost four hundred U.S. House members in the 114th Congress (2015–2017), we show that Republicans from districts with high levels of racial resentment are more likely to issue press releases that attack President Barack Obama. In contrast, we find no evidence of racial resentment being positively associated with another prominent Democratic white elected official, Hillary Clinton. Our results suggest that one reason Congress may remain racially conservative even as representatives’ cycle out of office may be attributed to the electoral process.
APA, Harvard, Vancouver, ISO, and other styles
9

Pearman, Francis A., F. Chris Curran, Benjamin Fisher, and Joseph Gardella. "Are Achievement Gaps Related to Discipline Gaps? Evidence From National Data." AERA Open 5, no. 4 (October 2019): 233285841987544. http://dx.doi.org/10.1177/2332858419875440.

Full text
Abstract:
There is growing interest in the relation between the racial achievement gap and the racial discipline gap. However, few studies have examined this relation at the national level. This study combines data from the Stanford Education Data Archive and the Civil Rights Data Collection and employs a district fixed effects analysis to examine whether and the extent to which racial discipline gaps are related to racial achievement gaps in Grades 3 through 8 in districts across the United States. In bivariate models, we find evidence that districts with larger racial discipline gaps have larger racial achievement gaps (and vice versa). Though other district-level differences account for the positive association between the Hispanic-White discipline gap and the Hispanic-White achievement gap, we find robust evidence that the positive association between the Black-White discipline gap and the Black-White achievement gap persists after controlling for a multitude of confounding factors. We also find evidence that the mechanisms connecting achievement to disciplinary outcomes are more salient for Black than White students.
APA, Harvard, Vancouver, ISO, and other styles
10

Porter, Jeremy R., Emory Morrison, Sriram Chintakrindi, and Derrick Shapley. "The historically enduring gap in death penalty support." Kriminologija & socijalna integracija 26, no. 2 (December 28, 2018): 136–59. http://dx.doi.org/10.31299/ksi.26.2.1.

Full text
Abstract:
This paper evaluates four racial‑ecological theories regarding the historically enduring racial divide in public opinion regarding death penalty support. Using geo‑coded data from the 20th century, this research examines the relative representation of African Americans, the level of black‑white economic inequality, and the extent of racial residential segregation on race‑spe‑ cific odds of supporting the death penalty. The research finds support for aspects of racial social context accounting for a portion of the black-white gap in death penalty support at the time. We find differential effects, by race, of representation and segregation as mediators of public opinion regarding the death penalty.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Dissertations / Theses on the topic "Racial gap"

1

Duffel, Christy. "Racial Differences in the Gender Gap." ScholarWorks@UNO, 2006. http://scholarworks.uno.edu/td/336.

Full text
Abstract:
The gender gap is a political phenomenon that has been observed in the electorate since the election of Ronald Reagan in 1980, with women being more Democratic and liberal than men. Many studies have examined its existence among the white public, but little has been done to document its presence among blacks. This study examines the gender gap among whites and blacks and compares the results in order to see if there is a gender gap that exists among blacks and if it is similar to that for whites. Bivariate and multivariate analyses conducted for both blacks and whites find that the documented gender gap among whites is more pervasive than that for blacks, largely because blacks are more united in their Democratic partisanship and liberal attitudes. However, there are also significant gender differences among blacks that usually are similar to and at times different from those among whites.
APA, Harvard, Vancouver, ISO, and other styles
2

Jagpal, Shehnaz. "Racial inequality in the United States analyzing the wealth gap /." CONNECT TO ONLINE RESOURCE, 2007. http://dpace.wrlc.org/handle/1961/4127.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Wheeler, Ivy G. "Colorblind Racism: Our Education System's Role in Perpetuating Racial Caste in America." University of Akron / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=akron1430765564.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Akinpelu, Mobolaji Olatokunbo. "Scaling Success : learning from education intervention programs to close the racial education achievement gap." Thesis, Massachusetts Institute of Technology, 2016. http://hdl.handle.net/1721.1/104821.

Full text
Abstract:
Thesis: S.M. in Technology and Policy, Massachusetts Institute of Technology, School of Engineering, Institute for Data, Systems, and Society, Technology and Policy Program, 2016.
Cataloged from PDF version of thesis.
Includes bibliographical references (pages 105-110).
An overview of American education reveals a concerning pattern: when outcomes are disaggregated by race, students from certain racial minority groups often have poorer outcomes than White students. This pattern, the racial education achievement gap, can be seen in different sorts of measures from the literature, including in the low representation of minority students at elite public institutions. To address this low representation, and to keep universities racially diverse, administrators and policymakers often turn to race-based affirmative action, the explicit (and contentious) consideration of an applicant's race in admissions decisions. College-centered education intervention programs are another tool administrators and policymakers use to address the gap reflected in elite college enrollment and to keep campuses diverse. This thesis asks how do and how can appropriately designed college-based education intervention programs help to both keep racial diversity and close the racial educational achievement gap in America's colleges? To this end, chapter one lays out the motivating issues - the gap, affirmative action, and education intervention programs; chapter two contains the case study of two successful programs, focusing on the programs' designs, the participants' experiences, and the conditions that foster academic excellence in minority students; chapter three, in part using causal loop diagrams from system dynamics modelling, makes the case for appreciating education as a complex system - one with interlocking political, economic, pedagogic, and sociocultural forces - and thus urges caution in drawing conclusions from chapter two; and chapter four, drawing from the two preceding chapters, proposes three policy recommendations to improve not just the presence of minority students at selective institutions, but, more importantly, their overall academic thriving.
by Mobolaji Olatokunbo Akinpelu.
S.M. in Technology and Policy
APA, Harvard, Vancouver, ISO, and other styles
5

Bao, Chiwen. "Within the Classroom Walls: Critical Classroom Processes, Students' and Teachers' Sense of Agency, and the Making of Racial Advantages and Disadvantages." Thesis, Boston College, 2009. http://hdl.handle.net/2345/2505.

Full text
Abstract:
Thesis advisor: Juliet B. Schor
Despite decades of research and efforts to reform schools, racial disparities in educational opportunities and outcomes, often referred to as the "achievement gap," persist and concerns about students' math learning and achievement continue. Among researchers, educational practitioners, and the wider public, explanations for these ongoing problems usually point to structural influences or individual and cultural factors. For example, structures of schooling (e.g. school funding, organization and curriculum) and those outside of school (e.g. family background and neighborhood characteristics) become focal points for understanding educational inequalities and places for intervention. In terms of explanations that look to individual influences, teachers and students are either targeted for their inadequacies or praised for their individual talents, values and successes. Regarding students in particular, racial inequalities in academic outcomes often become attributed to students', namely black and Latino/a students', supposed cultural devaluation of education and their desires to not "act white" and academically achieve. Together, these explanations lead to the assessment that possibilities of teaching and learning are predetermined by a host of structural and individual influences. But how is the potential to teach and learn at least partially actualized through everyday processes? Moreover, how do these processes, which simultaneously involve structures and individual agents, lead to the production or disruption of racial disparities? To explore these questions, I investigated processes of teaching and learning in one well-funded, racially diverse public high school with high rates of students' passing the statewide standardized test, many students going onto prestigious colleges and universities, and enduring racial inequalities in academic achievement. I conducted fieldwork over three years in 14 math classrooms ranging from test preparation classes to honors math classes and interviewed 52 students and teachers about their experiences in school. Through analyzing the data, I find that what happens within the classroom walls still matters in shaping students' opportunities to learn and achieve. Illustrating how effective learning and teaching and racial disparities in education do not simply result from either preexisting structural contexts or individuals' virtues or flaws, classroom processes mold students' learning and racial differences in those experiences through cultivating or eroding what I refer to as students' sense of academic agency and teachers' sense of agency to teach. For students, that sense of agency leads to their attachment to school, identification with learning in general and math in particular, engagement, motivation and achievement. As classroom processes evolve in virtuous or vicious cycles, different beliefs about students (e.g. as "good kids" or "bad kids") importantly fuel the direction of these cycles. Since racial stereotypes often influence those beliefs, students consequently experience racial advantages and disadvantages in classroom processes. As a result, some students fail to learn and achieve not because they fear "acting white," but because they do not always get to experience classroom processes that cultivate their sense of being agentic in the classroom space, a sense that is distinctly racialized
Thesis (PhD) — Boston College, 2009
Submitted to: Boston College. Graduate School of Arts and Sciences
Discipline: Sociology
APA, Harvard, Vancouver, ISO, and other styles
6

Broh, Beckett A. "Racial/ethnic achievement inequality: separating school and non-school effects through seasonal comparisons." The Ohio State University, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=osu1069794238.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Godcharles, Brian. "Effect of Empathy on Death Penalty Support in Relation to the Racial Divide and Gender Gap." Scholar Commons, 2015. http://scholarcommons.usf.edu/etd/5953.

Full text
Abstract:
This study aimed to examine previous empirical literature indicating that death penalty support contains a divide among Blacks and Whites and a gap among males and females. Previous literature has indicated that there has been a persistent racial divide and gender gap in death penalty support that has spanned over 60 years of research. Attempts to attenuate these divides have failed to fully explain why Whites are more likely than Blacks to support the death penalty and men are more likely than women to support the death penalty. This study proposes the use of empathy to control for these divides because research has indicated that those who are more empathic tend to be less punitive. Using data collected from a survey conducted on Amazon’s Mechanical Turk, a paid task website, this study attempted to attenuate the racial divide and gender gap by controlling for empathy. The sample consisted of 403 usable surveys that contained questions that measured sociodemographic characteristics, three measurements of empathy (cognitive, affective and ethnocultural), death penalty support, and attribution styles. The results indicated that there was not a racial divide or gender gap in death penalty support despite over 60 years of research indicating otherwise. Furthermore, this study failed to find a significant relationship between cognitive and affective empathy with death penalty support. This study did find a relationship between attribution styles and death penalty support as well as ethnocultural empathy with death penalty support. Individuals who scored higher on the situational attribution style were less likely to support the death penalty. Those who scored higher on the ethnocultural empathy scale were also less likely to support the death penalty. Future research should refrain from testing with Amazon’s Mechanical Turk as was not generalizable to the United States population. Research should be continued on different samples that have been shown to be more reliable than online surveys. Finally, research should be continued beyond empathy to examine what effects other controls have on the racial divide and gender gap in death penalty support.
APA, Harvard, Vancouver, ISO, and other styles
8

Goode, Tia. "The Racialization of Space: How Housing Segregation Caused the Racial Wealth Gap in the United States." VCU Scholars Compass, 2019. https://scholarscompass.vcu.edu/etd/5826.

Full text
Abstract:
This project addresses how residential segregation have stymied home ownership and wealth in the black community; inhibiting true housing equity. This thesis project will attempt to use design as a means to help address past and continuing discrimination. Accessibility, affordability and accountability are central to this goal, which will be addressed in the project. The site chosen for this project is the St. Luke’s Building located in Richmond, VA. This building was home to the Independent Order of St. Luke, a fraternal and cooperative insurance society for blacks. It also housed the St. Luke Penny Savings Bank which was founded in 1903 by Maggie Walker. Walker was the first woman to charter a bank in the United States.
APA, Harvard, Vancouver, ISO, and other styles
9

Accuardi-Gilliam, Joseph Emile. "Examining the Gap| Teachers' Color-Blind Racial Ideology and Deficit Thinking through the Lens of School Discipline." Thesis, Lewis and Clark College, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10622699.

Full text
Abstract:

Current statistics in education suggest a systemic problem of racist disciplinary practices in schools, as Black males have been demonstrated to be overwhelmingly overrepresented in the practices of school discipline (U.S. Department of Education Office for Civil Rights, 2014). While researchers have begun to explore the causes of this phenomenon to find solutions to counteract this trend (Gillborn, 2014; Skiba et al., 2014), little has been done to examine how racism—in the form of racial colorblindness—may play a role in manifesting the discipline gap and perpetuate structural racism in schools. Considering that a majority of the teaching force in the Northwest are white, this research examines how racial color-blind ideologies (Bonilla-Silva, 2014; Neville, Awad, Brooks, Flores, & Bluemel, 2013) and deficit thinking (Valencia, 2010) are related to ideologies of school discipline, which perhaps condition discipline in schools.

This quantitative research combines Neville, Lilly, Duran, Lee, and Browne's (2000) Color-Blind Racial Attitudes Scale, items from Skiba et al.’s (2003) Disciplinare Practices Survey, and scales developed for this study, designed to address deficit thinking (Valencia, 2010) and attitudes toward Black males within disciplinary contexts. An online survey was administered to practitioners in contrasting educational communities within the Northwest. Correlation analyses included examining relationships between components of the survey within and in-between organizations. Furthermore, this study introduces new scale items to address attitudes toward Black males within educational discipline settings, further penetrating the literature base on the topic.

Findings demonstrate significant correlations between color-blind, deficit thinking, and pro-discipline attitudes, suggesting a relationship between educators’ attitudes toward the justification for discipline and color-blind attitudes are perhaps an interwoven issue which contributes to racial disparities in school discipline. These data suggest a need for developing the racial identities of a predominantly white educational workforce in the effort to eliminate the discipline gap.

APA, Harvard, Vancouver, ISO, and other styles
10

Hays, James M. "Student to Teacher Racial/Ethnic Ratios as Contributors to Regional Achievement Gaps, 1999-2008." Thesis, University of North Texas, 2011. https://digital.library.unt.edu/ark:/67531/metadc103326/.

Full text
Abstract:
With the advent of No Child Left Behind legislation in 2002 and its mandates for annual yearly progress for all students, many districts and schools in Texas have had difficulty elevating African American and Hispanic students’ scores. The current study examined these students’ achievement on the annual Texas high-stakes measure as a function of a numerical construct that aligns the race/ethnicity of students when the teacher race is White. Earlier studies have shown that racial/ethnic compatibility between students and teachers improves student achievement in the primary grades. The study, which was set in 10 north Texas school districts and 30 high schools, middle schools, and elementary schools, examined African American and Hispanic students’ achievement on the Texas state assessments in reading and mathematics over a 10-year period. District performance data came from 4,664,192 African American, Hispanic, and White students and 222, 834 White teachers. Campus level data encompassed 188,839 10th graders, 93,573 eighth graders, and 40,083 fourth graders, and 20,471 White teachers. Analysis revealed that, as the ratios of African American and Hispanic students to White teachers increased, the percentages of these two student groups passing the Texas assessments decreased. These patterns differed for White students whose passing percentages increased as these students’ numbers increased relative to White teachers in all settings except in elementary schools. These preliminary findings suggested that racial alignment at the high school and middle school levels might elevate African American and Hispanic achievement. Implications may lead to shifting focus on teacher quality and class size as the primary determinants of student achievement. Findings need validation with further study using larger data sets and sequential grade levels. If validated through further studies involving larger samples, contiguous grade levels, and more sophisticated statistical analysis, this study’s findings may have implications for teacher education curriculum, recruitment of minority teacher candidates, workforce retention, and state policy on class size limits.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Books on the topic "Racial gap"

1

Card, David E. Racial segregation and the black-white test score gap. Cambridge, Mass: National Bureau of Economic Research, 2006.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
2

Chandra, Amitabh. Is the convergence in the racial wage gap illusory? Cambridge, Mass: National Bureau of Economic Research, 2003.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
3

J, Collins William. Exploring the racial gap in infant mortality rates, 1920-1970. Cambridge, MA: National Bureau of Economic Research, 2002.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
4

Patacchini, Eleonora. The racial test score gap and parental involvement in Britain. Bonn, Germany: IZA, 2007.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
5

Pedro, Noguera, and Wing Jean Yonemura 1949-, eds. Unfinished business: Closing the racial achievement gap in our schools. San Francisco: Jossey-Bass, a Wiley imprint, 2006.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
6

Fryer, Roland G. The importance of segregation, discrimination, peer dynamics, and identity in explaining trends in the racial achievement gap. Cambridge, MA: National Bureau of Economic Research, 2010.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
7

1962-, Berends Mark, ed. Examining gaps in mathematics achievement among racial-ethnic groups, 1972-1992. Santa Monica, Calif: RAND Corporation, 2005.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
8

Wilson, Midge. Divided sisters: Bridging the gap between Black women and white women. New York: Anchor Books, 1996.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
9

Wilson, Midge. Divided sisters: Bridging the gap between black women and white women. New York: Anchor Books, 1997.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
10

Greenwell, J. R. Who the hell is Rachel Wells?: Stories. New York: Chelsea Station Editions, 2013.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Book chapters on the topic "Racial gap"

1

Rogers, Pamela. "From Racial Equity to Closing the Achievement Gap." In The Impacts of Neoliberal Discourse and Language in Education, 191–205. New York, NY : Routledge, 2021. | Series: Routledge studies in education, neoliberalism, and Marxism: Routledge, 2021. http://dx.doi.org/10.4324/9780367815172-12.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Shapiro, Thomas, Tatjana Meschede, and Sam Osoro. "The Widening Racial Wealth Gap: Why Wealth Is Not Color Blind." In The Assets Perspective, 99–122. New York: Palgrave Macmillan US, 2014. http://dx.doi.org/10.1057/9781137384881_5.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Winkle-Wagner, Rachelle. "Get Real: The Process of Validating Research across Racial Lines." In Bridging the Gap between Theory and Practice in Educational Research, 127–38. New York: Palgrave Macmillan US, 2009. http://dx.doi.org/10.1057/9780230622982_11.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Reid, Carolina K. "Homeownership and the Racial and Ethnic Wealth Gap in the United States." In The Routledge Handbook of Housing Policy and Planning, 37–53. New York, NY : Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9781315642338-4.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Madeira, Ricardo A., and Marcos A. Rangel. "Racial Achievement Gaps in Another America: Discussing Schooling Outcomes and Affirmative Action in Brazil." In Closing the Achievement Gap from an International Perspective, 127–60. Dordrecht: Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-4357-1_7.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Taylor, Barrett J., and Brendan Cantwell. "Broad Access Institutions in Crisis? Institutional Vulnerability, State Divestment, and the Racial Graduation Gap." In Unlocking Opportunity through Broadly Accessible Institutions, 213–27. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003097686-18.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

López, Gabriela, Elizabeth A. Yeater, Ryan S. Ross, and Kristen N. Vitek. "Sexual Victimization Among Sexual and Racial/Ethnic Minority Women: Bridging the Gap Between Research and Practice." In Handbook of Sexual Assault and Sexual Assault Prevention, 675–91. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-23645-8_40.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

McKown, Clark, and Michael J. Strambler. "Social Influences on the Ethnic Achievement Gap." In Handbook of Race, Racism, and the Developing Child, 366–96. Hoboken, NJ, USA: John Wiley & Sons, Inc., 2012. http://dx.doi.org/10.1002/9781118269930.ch15.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Kaziboni, Anthony. "Apartheid Racism and Post-apartheid Xenophobia: Bridging the Gap." In IMISCOE Research Series, 201–13. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-92114-9_14.

Full text
Abstract:
AbstractMedia images of Africa seems to suggest that the continent is characterised by mass exodus to the Global North. Most African migration actually occurs within the continent. Conflict and other governance challenges, as well as poverty and relative deprivation all contribute to human mobility within the continent, as well as overseas. On the continent, South Africa is the most preferred destination by immigrants – the country has a robust economy and constitutionalism firmly grounded in the respect for human rights. Xenophobic violence has continued to erupt in the “new” South Africa and I attribute this to a culture of violence in South Africa originating from apartheid. Immigrants in South Africa experience multiple forms of discrimination and oppression which manifest in covert and overt experiences of xenophobia. Looking at South to South migration, in this chapter I investigate the consequences of intra-African migration, and particularly how xenophobia in the post-apartheid state is grounded in South Africa’s racist past, and argue that immigrants are surviving in a “post-apartheid-apartheid” South Africa.
APA, Harvard, Vancouver, ISO, and other styles
10

Berends, Mark, and Samuel R. Lucas. "Achievement Gaps Among Racial-Ethnic Groups in the United States." In International Studies in Educational Inequality, Theory and Policy, 69–116. Dordrecht: Springer Netherlands, 2007. http://dx.doi.org/10.1007/978-1-4020-5916-2_4.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "Racial gap"

1

Voight, Adam. "The Racial School Climate Gap in Urban Public Schools." In 2022 AERA Annual Meeting. Washington DC: AERA, 2022. http://dx.doi.org/10.3102/1894514.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Graham, Jerome. "Explaining the Racial School Climate Gap: Evidence From Georgia." In 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1689074.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Winfield, Jake. "Racial Harassment and the Black-White Advanced Placement Enrollment Gap: A Multilevel Analysis." In 2022 AERA Annual Meeting. Washington DC: AERA, 2022. http://dx.doi.org/10.3102/1880323.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Carpenter, Bradley. "Disrupting the Racial Discipline Gap: Assistant Principal Sense-Making During the Adjudication of Disciplinary Referrals." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1439535.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Littenberg-Tobias, Joshua. "A Data Opportunity Gap? Examining Racial Disaggregation Patterns in State and Urban District Data Portals." In 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1691276.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Low, Daniel. "29 Shining a light on health inequities and racial disparities – closing the gap with real-world data & SPC methodology." In IHI Scientific Symposium. British Medical Journal Publishing Group, 2020. http://dx.doi.org/10.1136/bmjoq-2020-ihi.29.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Alexander, Kimberly. "Abstract D130: The importance of closing the gap in cancer disparities." In Abstracts: Twelfth AACR Conference on the Science of Cancer Health Disparities in Racial/Ethnic Minorities and the Medically Underserved; September 20-23, 2019; San Francisco, CA. American Association for Cancer Research, 2020. http://dx.doi.org/10.1158/1538-7755.disp19-d130.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Chua, Chanelle Y., Julia Maki, Marci Moore-Connelley, Jean Hunleth, Kevin Oestmann, Sonya Izadi, Liz Rolf, Graham Colditz, and Aimee James. "Abstract B115: Bridging the gap: Characterizing transportation barriers in rural southern Illinois." In Abstracts: Eleventh AACR Conference on The Science of Cancer Health Disparities in Racial/Ethnic Minorities and the Medically Underserved; November 2-5, 2018; New Orleans, LA. American Association for Cancer Research, 2020. http://dx.doi.org/10.1158/1538-7755.disp18-b115.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Dornan, Wayne. "Abstract A87: [Advocate Abstract:] Bridging the Gap Between Science and Patient Advocacy." In Abstracts: Ninth AACR Conference on the Science of Cancer Health Disparities in Racial/Ethnic Minorities and the Medically Underserved; September 25-28, 2016; Fort Lauderdale, FL. American Association for Cancer Research, 2017. http://dx.doi.org/10.1158/1538-7755.disp16-a87.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Akindele, Ruth N., Ludmila A. Svoboda, Yolanda Martins, Rachel A. Freedman, Aymen Elfiky, Suzanne T. Berlin, and Christopher S. Lathan. "Abstract A28: Closing the disparity gap: Attributes of patients referred to a community cancer program." In Abstracts: Eighth AACR Conference on The Science of Health Disparities in Racial/Ethnic Minorities and the Medically Underserved; November 13-16, 2015; Atlanta, Georgia. American Association for Cancer Research, 2016. http://dx.doi.org/10.1158/1538-7755.disp15-a28.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Reports on the topic "Racial gap"

1

Aliprantis, Dionissi, Daniel R. Carroll, and Eric R. Young. The Dynamics of the Racial Wealth Gap. Federal Reserve Bank of Cleveland, November 2022. http://dx.doi.org/10.26509/frbc-wp-201918r.

Full text
Abstract:
What drives the dynamics of the racial wealth gap? We answer this question using a dynamic stochastic general equilibrium heterogeneous-agents model. Our calibrated model endogenously produces a racial wealth gap matching that observed in recent decades along with key features of the current cross-sectional distribution of wealth, earnings, intergenerational transfers, and race. Our model predicts that equalizing earnings is by far the most important mechanism for permanently closing the racial wealth gap. One-time wealth transfers have only transitory effects unless they address the racial earnings gap, and return gaps only matter when earnings inequality is reduced.
APA, Harvard, Vancouver, ISO, and other styles
2

Chandra, Amitabh. Is the Convergence of the Racial Wage Gap Illusory? Cambridge, MA: National Bureau of Economic Research, February 2003. http://dx.doi.org/10.3386/w9476.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Card, David, and Jesse Rothstein. Racial Segregation and the Black-White Test Score Gap. Cambridge, MA: National Bureau of Economic Research, March 2006. http://dx.doi.org/10.3386/w12078.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Broady, Kristen, Darlene Booth-Bell, and Taylor Griffin. Seven Economic Facts about the U.S. Racial Wealth Gap. Federal Reserve Bank of Chicago, 2022. http://dx.doi.org/10.21033/wp-2022-32.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Levine, Phillip, and Dubravka Ritter. The Racial Wealth Gap, Financial Aid, and College Access. Cambridge, MA: National Bureau of Economic Research, September 2022. http://dx.doi.org/10.3386/w30490.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Collins, William, and Melissa Thomasson. Exploring the Racial Gap in Infant Mortality Rates, 1920-1970. Cambridge, MA: National Bureau of Economic Research, March 2002. http://dx.doi.org/10.3386/w8836.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Derenoncourt, Ellora, Chi Hyun Kim, Moritz Kuhn, and Moritz Schularick. Wealth of Two Nations: The U.S. Racial Wealth Gap, 1860-2020. Cambridge, MA: National Bureau of Economic Research, June 2022. http://dx.doi.org/10.3386/w30101.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Lam, David, Cally Ardington, Nicola Branson, and Murray Leibbrandt. Credit Constraints and the Racial Gap in Post-Secondary Education in South Africa. Cambridge, MA: National Bureau of Economic Research, November 2013. http://dx.doi.org/10.3386/w19607.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Fryer, Roland. The Importance of Segregation, Discrimination, Peer Dynamics, and Identity in Explaining Trends in the Racial Achievement Gap. Cambridge, MA: National Bureau of Economic Research, August 2010. http://dx.doi.org/10.3386/w16257.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

McCarthy, Douglas McCarthy, David C. Radley Radley, Pamela Riley Riley, and Susan L. Hayes Hayes. Closing the Gap: Past Performance of Health Insurance in Reducing Racial and Ethnic Disparities in Access to Care Could Be an Indication of Future Results. New York, NY United States: Commonwealth Fund, March 2015. http://dx.doi.org/10.15868/socialsector.25026.

Full text
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the extended bibliographies on the topic 'Racial gap' for particular source types:
Journal articles Dissertations / Theses Books
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography