The under-funding of Latinx-serving school districts

Baker, Bruce D.; Cotto, Robert

doi:10.1177/0031721720909593

Cited by 10 publications

(4 citation statements)

References 2 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Critically, these attitudes and beliefs are likely patterned by family socioeconomic factors. Overcrowded and underfunded schools, more likely to be located in communities characterized by lower-income residents, may have more difficulty implementing social distancing and other recommended measures to limit viral transmission while maintaining developmentally appropriate instruction. Yet, families from these communities rely disproportionately on schools for meals and other resources (academic support and counseling) and opportunities (physical activity and extracurricular activities) .…”

Section: Introductionmentioning

confidence: 99%

Plans of US Parents Regarding School Attendance for Their Children in the Fall of 2020

et al. 2020

View full text Add to dashboard Cite

IMPORTANCE As schools consider reopening for in-person instruction prior to availability of a coronavirus disease 2019 (COVID-19) vaccine, families may be weighing their priorities regarding school attendance.OBJECTIVE To characterize the association of planned in-person school attendance during the COVID-19 pandemic with factors, including family socioeconomic characteristics, and parent attitudes and beliefs about their child's school attendance. DESIGN, SETTING, AND PARTICIPANTSCross-sectional survey study. Data were collected from June 2, 2020, to June 5, 2020, weighted to reflect population norms, and analyzed using ordered probit regression. A sample of US parents (of children ages 5-17 years) were recruited using a nonprobability survey panel with stratification by socioeconomic characteristics. MAIN OUTCOMES AND MEASURESThe main outcome was parent-reported plan to send their child to school or keep their child home, conditional on their school opening for in-person instruction. Additional measures assessed family socioeconomic characteristics, medical vulnerability, worry about COVID-19 and multisystem inflammatory syndrome, confidence in their child's school, and homeschooling difficulties. RESULTSThe sample of 730 parents was balanced by parent sex (53% women) with successful oversampling for Black (28%; n = 201) and Hispanic (27%; n = 200) participants. In estimates weighted to US population norms, 31% (95% CI, 27% to 34%) of participants indicated they would probably or definitely keep their child home this fall, and 49% indicated that they would probably or definitely send their child to school this fall. Factors associated with planning to keep children home included lower income (38% with incomes <$50 000 vs 21% with incomes $100 000-$150 000 per year; difference, 17%; 95% CI, 9% to 26%), being unemployed (40% unemployed vs 26% employed; difference, 14%; 95% CI, 5% to 25%), and having a flexible job (33% with flexible jobs vs 19% with inflexible jobs; difference, 14%; 95% CI, 5% to 30%). Planning to keep children home was also associated with fear of COVID-19 (B = 0.19; P < .001), fear of multisystem inflammatory syndrome (B = 0.12; P = .04), confidence in schools (B = −0.22; P < .001), and challenges of homeschooling (B = −0.12; P = .01). Race and ethnicity were not significantly associated with plans to keep children home. CONCLUSIONS AND RELEVANCEIn this survey study, many parents planned to keep children home in fall 2020. Schools need to act soon to address parental concerns and provide options for what will be available for them should they opt to keep their child home. Structural barriers, such as lack of workplace flexibility and potential school-level inequities in implementation of preventive measures, must be acknowledged and addressed where possible.

show abstract

Section: Introductionmentioning

confidence: 99%

Plans of US Parents Regarding School Attendance for Their Children in the Fall of 2020

et al. 2020

View full text Add to dashboard Cite

show abstract

“…We include home school as a distinct religious sector as families choosing to homeschool during this period were primarily motivated by religious reasons. We also include secular private schools as a reference point as some have argued that Catholic high schools are more like private schools than religious schools (Baker and Riordan 1998). Complete data were available for 79% of cases, and missing data were imputed, creating 20 model iterations.…”

Section: Methodsmentioning

confidence: 99%

“…Along with this, religious school sectors vary in their focus on religious education (Baker et al 1996; Baker and Riordan 1998; Sikkink 2012; Uecker 2008; Uecker and Hill 2014). Research suggests that fostering religious worldviews is a primary focus of most CP schools; Catholic schools, however, place a stronger emphasis on academics (Baker et al 1996; Bryk et al 1993) in the context of a distinctly Catholic school culture (Convey 2012; Ozar et al 2019).…”

Section: Introductionmentioning

confidence: 99%

Religious Schools, Home Schools, and Gender-Role Beliefs in Adulthood

Corner

Dallavis

2022

Review of Religious Research

View full text Add to dashboard Cite

Background When parents in the United States choose to send their children to religious schools or to home school, they are often motivated, at least in part, by a desire to transmit religious beliefs to their children. These religious beliefs may in some cases promote traditional gender roles that are built into religious tenets, practices, and subcultural identities. Purpose With this in mind, we examine whether religious schools act as distinct sites of religious gender socialization by considering the following questions: (1) do Americans who attend religious high schools and homeschools hold more conservative gender-role beliefs later in life compared to their public school peers? and (2) does attending a religious school have a differential effect on gender beliefs for men or women? Methods We use data from the Cardus Education Study—the largest nationally representative survey that includes religious high school and home school graduates as well as measures of religiosity—and logistic regression to explore the gender-role beliefs of 24–39 year olds who graduated from conservative Protestant, Catholic, public, and home schools. Results Graduates of the different religious school sectors we examined varied in their tendencies to hold more traditional gender-role beliefs. Specifically, we find that graduates of conservative Protestant schools and home schools held more conservative gender-role beliefs than graduates of other sectors. In contrast, Catholic school graduates—particularly female graduates—held more egalitarian beliefs compared to the other sectors. Conclusions and Implications In light of these findings, we discuss potential mechanisms within school environments that may contribute to the enactment of gender and religion. We extend empirical and theoretical knowledge about gender socialization, an area of critical importance given its ability to influence people's aspirations, choices, and life outcomes as well as social norms and policies.

show abstract

“…Compounding benefits facilitate opportunity hoarding (Tilly, 1998) that shapes schooling disparities, including access to early childhood education, sufficiently resourced schools, gifted and talented programs, advanced coursework, and access to resources and information to support higher education matriculation (Alexander et al, 2014; Baker & Cotto, 2020; Byrd, 2021; Dixon-Román, 2010; Kelly, 2020; Lewis & Diamond, 2015; Martínez & Spikes, 2020; Tyson, 2011; Warikoo, 2022). Research also highlights the intersection of race and class inequity as policies and practices perpetuate disparate opportunity networks and preserve an increasingly unequal schooling system (Calarco, 2018; Lewis-McCoy, 2014; Posey-Maddox, 2014).…”

Section: Guiding Frameworkmentioning

confidence: 99%

A promise kept for whom? College access, success, and the limits of race-neutral tuition-free programs.

Martinez¹,

Collier²,

Byrd³

et al. 2023

Journal of Diversity in Higher Education

View full text Add to dashboard Cite

The cost-prohibitive nature of higher education continues to hinder higher education's benefits for individuals and society. Promise programs such as the Kalamazoo Promise (KPromise) decrease fiscal barriers familes face but there are looming questions about how a race-neutral policy ameliorates existing barriers to higher education persistence for Black, Indigenous, and People of Color communities. The present study expands on previous literature by focusing on possible differences among minoritized student groups to measure how KPromise influences higher education success and retention, not solely access. Guided by a critical race theory framework to problematize the interrelated structural inequities informing minoritized student experiences in the schooling pipeline, our study uses multiple group structural equation modeling to examine first-year stop-out for first-time enrolled Black, Latinx, and White KPromise students from the 2011-2017 cohorts. We find KPromise decreased socioeconomic barriers related to college enrollment, performance, and persistence for Black and Latinx students. However, White students continue to benefit from cumulative racial privileges resulting from a combination of higher socioeconomic advantage and precollege educational experiences that maintain racial inequalities along students' degree pathways.

show abstract

The under-funding of Latinx-serving school districts

Cited by 10 publications

References 2 publications

Plans of US Parents Regarding School Attendance for Their Children in the Fall of 2020

Plans of US Parents Regarding School Attendance for Their Children in the Fall of 2020

Religious Schools, Home Schools, and Gender-Role Beliefs in Adulthood

A promise kept for whom? College access, success, and the limits of race-neutral tuition-free programs.

Contact Info

Product

Resources

About