Progressivism-For Middle-Class Whites Only: North Carolina Education, 1880-1910

Kousser, J. Morgan

doi:10.2307/2208357

Cited by 31 publications

(23 citation statements)

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“…In the period following the Civil War, newly enfranchised blacks moved to increase social spending, particularly on education (Woodward 1971; Kousser 1980; Thornton 1982; Foner 2005). With increased spending came increased taxes, often levied with distinctly progressive rate structures, including significant new taxes on property, of which blacks owned very little.…”

Section: Race and Redistributionmentioning

confidence: 99%

Redistribution and the New Fiscal Sociology: Race and the Progressivity of State and Local Taxes

O’Brien

2017

American Journal of Sociology

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States redistribute wealth through two mechanisms: spending and taxation. Yet studies of the social determinants of redistribution typically focus exclusively on government spending. This article explores how one determinant of social spending—racial composition—influences preferences for, and the structure of, tax systems. First, analyses of state and local tax burden data indicate that an increasing proportion of Latinos within states is associated with more regressive tax systems. Second, evidence from a nationally representative survey experiment suggests that individual preferences for taxation may be influenced by changes in the racial composition of communities. Finally, analyses reveal that in-group solidarity is a key mechanism through which racial threat shapes preferences for taxation. In demonstrating a relationship between racial change, tax preferences, and tax structures, this article contributes to our under-standing of the determinants of redistribution as well as the broader project of the new fiscal sociology.

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Section: Race and Redistributionmentioning

confidence: 99%

Redistribution and the New Fiscal Sociology: Race and the Progressivity of State and Local Taxes

O’Brien

2017

American Journal of Sociology

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“…There is a large literature on historical aspects of racial discrimination in segregated school systems. See, for example, Bond [1934Bond [ , 1939; Harlan [1958], Welch [1973], Freeman [1972], Kousser [1980], and Margo [1982].…”

Section: Footnotesmentioning

confidence: 99%

Education Achievement in Segregated School Systems: The Effects of "Separate-But-Equal"

Margo¹

1985

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Educational achievement in segregated school systems was considerably lower in the black schools than in the white schools. Economic historians have argued that the racial achievement gap reflected the discriminatory funding of the black schools. This paper assesses counterfactually the historical effects of a "separate-but-equal" policy of educational finance. Using cross-sectional data from 1930 and 1940, I estimate racespecific educational production functions. Eliminating race differences in inputs supplied by school boards explains [40][41][42][43][44][45][46][47][48][49][50] percent of the racial achievement gap, depending on how achievement is measured. The remainder appears to reflect the impact of family background on achievement, of which the most important effect was adult black illiteracy, a legacy of slavery and educational backwardness in the late 19th century. The paper also shows how school boards' marginal valuation of black achievement can be recovered from the production function estimates. Compared to preferences that would have led them to voluntarily practice equality, Southern school boards judged black achievement to be worth roughly half the value they placed on white achievement. The point of departure for this study is a recent paper by James Smith (1984) analyzing the role of human capital in the historical evolution of black-white income differences. Blacks emerged from slavery overwhelmingly illiterate. Literacy rates among black children rose over time, however, as each successive cohort remained in school until later ages.In 1890, for example, 39.8 percent of black children aged 10-14 were unable to read or write; by 1930, illiterates numbered only 5.3% of the same age group.In contrast, the racial gap in incomes narrowed at a much slower pace, in part because race differences in mean educational attainment remained relatively large until recent decades.

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“…However, southern educational opportunities were limited, especially for Black children, and differences in educational opportunities provided by the state to Black and to White children increased dramatically following disfranchisement in the late 19th and early 20th centuries (Bond, 1934(Bond, ,1939Harlan, 1958;Kousser, 1980;Margo, 1982Margo, ,1990Myrdal, 1944). However, southern educational opportunities were limited, especially for Black children, and differences in educational opportunities provided by the state to Black and to White children increased dramatically following disfranchisement in the late 19th and early 20th centuries (Bond, 1934(Bond, ,1939Harlan, 1958;Kousser, 1980;Margo, 1982Margo, ,1990Myrdal, 1944).…”

Section: The American Southmentioning

confidence: 99%

Handbook of the Sociology of Education

2006

Handbooks of Sociology and Social Research

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Progressivism-For Middle-Class Whites Only: North Carolina Education, 1880-1910

Cited by 31 publications

References 0 publications

Redistribution and the New Fiscal Sociology: Race and the Progressivity of State and Local Taxes

Redistribution and the New Fiscal Sociology: Race and the Progressivity of State and Local Taxes

Education Achievement in Segregated School Systems: The Effects of "Separate-But-Equal"

Handbook of the Sociology of Education

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