Perpetuating the past: U.S. high school history textbooks and systemic racism

Kelly, James P.; Aden, Roger C.

doi:10.1080/00909882.2022.2083416

Cited by 5 publications

(1 citation statement)

References 25 publications

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“…Progress may also involve increased assimilation into racially biased environments. U.S. educational curricula have been known to promote racist, ethnocentric, and imperial ideas (Bigelow, 1992;Foster, 1999;Hong, 2009;Kelly & Aden, 2022;Lucy et al, 2020). Relative to White students, Black students in the U.S. are less likely to be tracked into advanced courses (Stewart et al, 2021), disproportionately face harsh disciplinary action in school (Okonofua & Eberhardt, 2015;Okonofua et al, 2016;, and often report facing racial microaggressions and stereotypes at school (Freeman et al, 2021;Williams et al, 2020).…”

Section: Perils Of Racial Progress?mentioning

confidence: 99%

An Examination of the Racial Attitudes of Black U.S. Residents in Relation to Shifts in Systemic Racial Inequalities

Cha¹,

Sarmal²,

Skinner-Dorkenoo³

2022

Preprint

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Racial progress in the U.S. over the last several decades has been mixed. Although school segregation is no longer legal and the country has now had a Black president, the racial wealth gap continues to widen. In the current work, we examine whether racial progress—reductions in racial inequalities in key structural areas—in recent decades predicts implicit and explicit racial attitudes among Black U.S. residents (N = 38,448). We observed some evidence of increased pro-Black attitudes in states where racial inequalities in income, unemployment, and being uninsured decreased over time. However, the most robust association was between decreased racial inequalities in high school completion rates and decreased pro-Black attitudes. Thus, the current findings provide empirical evidence convergent with the notion that the public education system in the U.S. might be contributing to internalized racism among Black people in the U.S.

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