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 |
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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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