An empirical analysis of "acting white"

Using a newly available data set, which allows one to construct a novel measure of a student's social status, we demonstrate that there are potentially important racial differences in the relationship between social status and academic achievement. The effect is concentrated among students with...

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Veröffentlicht in:Journal of public economics 2010-06, Vol.94 (5), p.380-396
Hauptverfasser: Fryer (jun.), Roland G, Torelli, Paul
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container_title Journal of public economics
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creator Fryer (jun.), Roland G
Torelli, Paul
description Using a newly available data set, which allows one to construct a novel measure of a student's social status, we demonstrate that there are potentially important racial differences in the relationship between social status and academic achievement. The effect is concentrated among students with a grade point average (GPA) of 3.5 or higher and more pronounced in schools with more interracial contact. Earlier studies showing a positive relationship between popularity and academic achievement for blacks are sensitive to the inclusion of more continuous achievement measures. We argue that the data are most consistent with a model of ‘acting white’ in which investments in education are taken as a signal of one's opportunity costs of peer-group loyalty, though imprecise estimates make definitive conclusions difficult.
doi_str_mv 10.1016/j.jpubeco.2009.10.011
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subjects Bildungsverhalten
Ethnische Gruppe
Racial achievement gap
Racial differentiation
Racial inequality
Rasse
Schätzung
Social economics
Social interaction
Social interactions
Social interactions Racial achievement gap
Socioeconomic development
Socioeconomic status
Soziale Beziehung
Soziale Gruppe
USA
title An empirical analysis of "acting white"
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