Skip to main content

Main menu

  • Foundation Website
  • Journal Home
  • Issues
    • Current Issue
    • All Issues
    • Future Issues
  • For Authors and Editors
    • Overview of RSF & How to Propose an Issue
    • RSF Style and Submission Guidelines
    • Article Submission Checklist
    • Permission Request
    • Terms of Contributor Agreement Form and Transfer of Copyright
    • RSF Contributor Agreement Form
    • Issue Editors' Agreement Form
  • About the Journal
    • Mission Statement
    • Editorial Board
    • Comments and Replies Policy
    • Journal Code of Ethics
    • Current Calls for Articles
    • Closed Calls for Articles
    • Abstracting and Indexing
    • Privacy Policy
    • Copyright and ISSN Information
    • Terms of Use
    • Contact Us
  • Publications
    • rsf

User menu

  • Log in

Search

  • Advanced search
RSF: The Russell Sage Foundation Journal of the Social Sciences
  • Publications
    • rsf
  • Log in
RSF: The Russell Sage Foundation Journal of the Social Sciences

Advanced Search

  • Foundation Website
  • Journal Home
  • Issues
    • Current Issue
    • All Issues
    • Future Issues
  • For Authors and Editors
    • Overview of RSF & How to Propose an Issue
    • RSF Style and Submission Guidelines
    • Article Submission Checklist
    • Permission Request
    • Terms of Contributor Agreement Form and Transfer of Copyright
    • RSF Contributor Agreement Form
    • Issue Editors' Agreement Form
  • About the Journal
    • Mission Statement
    • Editorial Board
    • Comments and Replies Policy
    • Journal Code of Ethics
    • Current Calls for Articles
    • Closed Calls for Articles
    • Abstracting and Indexing
    • Privacy Policy
    • Copyright and ISSN Information
    • Terms of Use
    • Contact Us
  • Follow rsf on Twitter
  • Visit rsf on Facebook
  • Follow rsf on Google Plus
Research Article
Open Access

Separate and Unequal Under One Roof: How the Legacy of Racialized Tracking Perpetuates Within-School Segregation

Dania V. Francis, William A. Darity, Jr.
RSF: The Russell Sage Foundation Journal of the Social Sciences February 2021, 7 (1) 187-202; DOI: https://doi.org/10.7758/RSF.2021.7.1.11
Dania V. Francis
aAssistant professor of economics at the University of Massachusetts Boston, United States
  • Find this author on Google Scholar
  • Find this author on PubMed
  • Search for this author on this site
  • ORCID record for Dania V. Francis
William A. Darity Jr.
bSamuel DuBois Cook Professor of Public Policy, African and African American Studies, and Economics and the director of the Samuel DuBois Cook Center on Social Equity at Duke University, United States
  • Find this author on Google Scholar
  • Find this author on PubMed
  • Search for this author on this site
  • Article
  • Figures & Data
  • References
  • Info & Metrics
  • PDF
Loading

REFERENCES

  1. ↵
    1. Andrews, Rodney J., and
    2. Omari H. Swinton
    . 2014. “The Persistent Myths of ‘Acting White’ and Race Neutral Alternatives to Affirmative Action in Admissions.” Review of Black Political Economy 41(3): 357–71.
    OpenUrl
  2. ↵
    1. Archbald, Doug,
    2. Joseph Glutting, and
    3. Xiaoyu Qian
    . 2009. “Getting into Honors or Not: An Analysis of the Relative Influence of Grades, Test Scores, and Race on Track Placement in a Comprehensive High School.” American Secondary Education 37(2): 65–81.
    OpenUrl
  3. ↵
    1. Austen-Smith, David, and
    2. Roland G. Fryer
    . 2005. “An Economic Analysis of ‘Acting White.’” Quarterly Journal of Economics 120(2): 551–83.
    OpenUrlCrossRefWeb of Science
  4. ↵
    1. Caraway, Kirsten,
    2. Carolyn M. Tucker,
    3. Wendy M. Reinke, and
    4. Charles Hall
    . 2003. “Self-Efficacy, Goal Orientation, and Fear of Failure as Predictors of School Engagement in High School Students.” Psychology in the Schools 40(4): 417–27.
    OpenUrlCrossRefWeb of Science
  5. ↵
    1. Chetty, Raj,
    2. John N. Friedman, and
    3. Jonah E. Rockoff
    . 2014. “Measuring the Impacts of Teachers II: Teacher Value-Added and Student Outcomes in Adulthood.” American Economic Review 104(9): 2633–679.
    OpenUrlCrossRef
  6. ↵
    1. Clotfelter, Charles T.,
    2. Helen F. Ladd, and
    3. Jacob L. Vigdor
    . 2003. “Segregation and Resegregation in North Carolina’s Public School Classrooms.” North Carolina Law Review 81(4): 1463–512.
    OpenUrl
  7. ↵
    1. Coleman, James S
    . 1988. “Social Capital in the Creation of Human Capital.” American Journal of Sociology 94(S): S95–120.
    OpenUrlCrossRef
  8. ↵
    1. Conger, Dylan
    . 2005. “Within-School Segregation in an Urban School District.” Educational Evaluation and Policy Analysis 27(3): 225–44.
    OpenUrlCrossRefWeb of Science
  9. ↵
    1. Conger, Dylan,
    2. Mark C. Long, and
    3. Patrice Iatarola
    . 2009. “Explaining Race, Poverty, and Gender Disparities in Advanced Course-Taking.” Journal of Policy Analysis and Management 28(4): 555–76.
    OpenUrlCrossRefWeb of Science
  10. ↵
    1. Cook, Philip J., and
    2. Jens Ludwig
    . 1998. “The Burden of ‘Acting White’: Do Black Adolescents Disparage Academic Achievement?” In The Black-White Test Score Gap, edited by Christopher Jencks and Meredith Phillips. Washington, D.C.: Brookings Institution.
  11. ↵
    1. Cose, Ellis
    . 1995. The Rage of a Privileged Class: Why are Middle-Class Blacks Angry? Why Should America Care? New York: Harper Perennial.
  12. ↵
    1. Darity, William, Jr.., and
    2. Alicia Jolla
    . 2009. “Desegregated Schools with Segregated Education.” In The Integration Debate: Competing Futures For American Cities, edited by Chester Hartman and Gregory D. Squires. New York: Routledge.
  13. ↵
    1. Dasgupta, Nilanjana
    . 2011. “Ingroup Experts and Peers as Social Vaccines Who Inoculate the Self-Concept: The Stereotype Inoculation Model.” Psychological Inquiry 22(4): 231–46.
    OpenUrlCrossRef
  14. ↵
    1. Diamond, John B
    . 2006. “Still Separate and Unequal: Examining Race, Opportunity, and School Achievement in ‘Integrated’ Suburbs.” Journal of Negro Education 75(3): 495–505.
    OpenUrl
  15. ↵
    1. Diette, Timothy M.,
    2. Darrick Hamilton,
    3. Arthur H. Goldsmith, and
    4. William A. Darity Jr.
    . 2021. “Does the Negro Need Separate Schools? A Retrospective Analysis of the Racial Composition of Schools and Black Adult Academic and Economic Success.” RSF: The Russell Sage Foundation Journal of the Social Sciences 7(1): 166–86. DOI: 10.7758/RSF.2021.7.1.10.
    OpenUrlCrossRef
  16. ↵
    1. Fordham, Signithia, and
    2. John U. Ogbu
    . 1986. “Black Students’ School Success: Coping with the ‘Burden of Acting White.’” Urban Review 18(3): 176–206.
    OpenUrlCrossRef
  17. ↵
    1. Francis, Dania V.,
    2. Angela C.M. de Oliveira, and
    3. Carey Dimmitt
    . 2019. “Do School Counselors Exhibit Bias in Recommending Students for Advanced Coursework?” B.E. Journal of Economic Analysis & Policy 19(4): 1–17. DOI: 10.1515/bejeap-2018-0189.
    OpenUrlCrossRef
  18. ↵
    1. Fryer, Roland G., and
    2. Paul Torelli
    . 2010. “An Empirical Analysis of ‘Acting White.’” Journal of Public Economics 94(5): 380–96.
    OpenUrlCrossRefWeb of Science
  19. ↵
    1. Gershenson, Seth,
    2. Stephen B. Holt, and
    3. Nicholas W. Papageorge
    . 2016. “Who Believes in Me? The Effect of Student–Teacher Demographic Match on Teacher Expectations.” Economics of Education Review 52(June): 209–24.
    OpenUrl
  20. ↵
    1. Gonzalez, Naihobe
    . 2017. “How Learning About One’s Ability Affects Educational Investments: Evidence from the Advanced Placement Program.” Working paper no. 52. February 27. Oakland, Calif.: Mathematica Policy Research. Accessed October 6, 2020. https://www.mathematica.org/our-publications-and-findings/publications/how-learning-about-ones-ability-affects-educational-investments-evidence-from-the-advanced-placement.
  21. ↵
    1. Hale, Janice E
    . 2001. Learning While Black: Creating Educational Excellence for African American Children. Baltimore, Md.: Johns Hopkins University Press.
  22. ↵
    1. Harris, Angel
    . 2006. “I (Don’t) Hate School: Revisiting Oppositional Culture Theory of Blacks’ Resistance to Schooling.” Social Forces 85(2): 797–833.
    OpenUrlCrossRefWeb of Science
  23. ↵
    1. Kalogrides, Demetra, and
    2. Susanna Loeb
    . 2013. “Different Teachers, Different Peers: The Magnitude of Student Sorting Within Schools.” Educational Researcher 42(6): 304–16.
    OpenUrlCrossRef
  24. ↵
    1. Klopfenstein, Kristin
    . 2004. “Advanced Placement: Do Minorities Have Equal Opportunity?” Economics of Education Review 23(2): 115–31.
    OpenUrlCrossRefWeb of Science
  25. ↵
    1. Long, Mark C.,
    2. Dylan Conger, and
    3. Patrice Iatarola
    . 2012. “Effects of High School Course-Taking on Secondary and Postsecondary Success.” American Educational Research Journal 49(2): 285–322.
    OpenUrlCrossRef
  26. ↵
    1. Noguera, Pedro A
    . 2009. The Trouble with Black Boys: . . . And Other Reflections on Race, Equity, and the Future of Public Education. San Francisco: Jossey-Bass.
  27. ↵
    1. Oakes, Jeannie
    . 2005. Keeping Track: How Schools Structure Inequality, 2nd ed. New Haven, Conn.: Yale University Press.
  28. ↵
    1. Office for Civil Rights
    . 2018. “Civil Rights Data Collection (CRDC) for the 2015–16 School Year.” Washington: U.S. Department of Education. Accessed September 16, 2020. https://www2.ed.gov/about/offices/list/ocr/docs/crdc-2015-16.html.
  29. ↵
    1. Ogbu, John U
    . 2008. Minority Status, Oppositional Culture and Schooling. New York: Routledge.
  30. ↵
    1. Pattillo, Mary
    . 2013. Black Picket Fences: Privilege and Peril Among the Black Middle Class, 2nd ed. Chicago: University of Chicago Press.
  31. ↵
    1. powell, john a.,
    2. Samuel L. Myers Jr.., and
    3. Susan T. Gooden
    . 2021. “Introduction to the Issue.” RSF: The Russell Sage Foundation Journal of the Social Sciences 7(1): 1–17. DOI: 10.7758/RSF.2021.7.1.01.
    OpenUrlCrossRef
  32. ↵
    1. Shedd, Carla
    . 2015. Unequal City: Race, Schools, and Perceptions of Injustice. New York: Russell Sage Foundation.
  33. ↵
    1. Smith, Jonathan,
    2. Michael Hurwitz, and
    3. Christopher Avery
    . 2017. “Giving College Credit Where It Is Due: Advanced Placement Exam Scores and College Outcomes.” Journal of Labor Economics 35(1): 67–147.
    OpenUrl
  34. ↵
    1. Tatum, Beverly Daniel
    . 2003. Why Are All the Black Kids Sitting Together in the Cafeteria? A Psychologist Explains the Development of Racial Identity. New York: Basic Books.
  35. ↵
    1. Tyson, Karolyn
    . 2011. Integration Interrupted: Tracking, Black Students, and Acting White After Brown. New York: Oxford University Press.
  36. ↵
    1. Tyson, Karolyn,
    2. William Darity Jr.., and
    3. Domini R. Castellino
    . 2005. “It’s Not ‘A Black Thing’: Understanding the Burden of Acting White and Other Dilemmas of High Achievement.” American Sociological Review 70(4): 582–605.
    OpenUrlCrossRefWeb of Science
  37. ↵
    1. West, Kimberly C
    . 1994. “A Desegregation Tool that Backfired: Magnet Schools and Classroom Segregation.” Yale Law Review 103(8): 2567–592.
    OpenUrl
  38. ↵
    1. Wilson, William Julius
    . 2011. When Work Disappears: The World of the New Urban Poor. New York: Vintage.
  39. ↵
    1. Yonezawa, Susan,
    2. Amy Stuart Wells, and
    3. Irene Serna
    . 2002. “Choosing Tracks: ‘Freedom of Choice’ in Detracking Schools.” American Educational Research Journal 39(1): 37–67.
    OpenUrlCrossRefWeb of Science
PreviousNext
Back to top

In this issue

RSF: The Russell Sage Foundation Journal of the Social Sciences: 7 (1)
RSF: The Russell Sage Foundation Journal of the Social Sciences
Vol. 7, Issue 1
1 Feb 2021
  • Table of Contents
  • Table of Contents (PDF)
  • Cover (PDF)
  • Index by author
  • Front Matter (PDF)
Print
Download PDF
Email Article

Thank you for your interest in spreading the word on RSF: The Russell Sage Foundation Journal of the Social Sciences.

NOTE: We only request your email address so that the person you are recommending the page to knows that you wanted them to see it, and that it is not junk mail. We do not capture any email address.

Enter multiple addresses on separate lines or separate them with commas.
Separate and Unequal Under One Roof: How the Legacy of Racialized Tracking Perpetuates Within-School Segregation
(Your Name) has sent you a message from RSF: The Russell Sage Foundation Journal of the Social Sciences
(Your Name) thought you would like to see the RSF: The Russell Sage Foundation Journal of the Social Sciences web site.
CAPTCHA
This question is for testing whether or not you are a human visitor and to prevent automated spam submissions.
15 + 1 =
Solve this simple math problem and enter the result. E.g. for 1+3, enter 4.
Citation Tools
Separate and Unequal Under One Roof: How the Legacy of Racialized Tracking Perpetuates Within-School Segregation
Dania V. Francis, William A. Darity
RSF: The Russell Sage Foundation Journal of the Social Sciences Feb 2021, 7 (1) 187-202; DOI: 10.7758/RSF.2021.7.1.11

Citation Manager Formats

  • BibTeX
  • Bookends
  • EasyBib
  • EndNote (tagged)
  • EndNote 8 (xml)
  • Medlars
  • Mendeley
  • Papers
  • RefWorks Tagged
  • Ref Manager
  • RIS
  • Zotero
Share
Separate and Unequal Under One Roof: How the Legacy of Racialized Tracking Perpetuates Within-School Segregation
Dania V. Francis, William A. Darity
RSF: The Russell Sage Foundation Journal of the Social Sciences Feb 2021, 7 (1) 187-202; DOI: 10.7758/RSF.2021.7.1.11
del.icio.us logo Twitter logo Facebook logo Mendeley logo
  • Tweet Widget
  • Facebook Like
  • Google Plus One

Jump to section

  • Article
    • Abstract
    • BACKGROUND
    • DATA AND METHODOLOGY
    • ADVANCED COURSE PARTICIPATION
    • EMPIRICAL STRATEGY
    • SCHOOL RACIAL DIVERSITY GROUPINGS
    • RESULTS
    • HETEROGENEOUS EFFECTS BY GENDER
    • DISCUSSION
    • Appendix
    • FOOTNOTES
    • REFERENCES
  • Figures & Data
  • Info & Metrics
  • References
  • PDF

Related Articles

  • No related articles found.
  • Google Scholar

Cited By...

  • No citing articles found.
  • Google Scholar

Similar Articles

Keywords

  • racial segregation
  • education
  • inequality
  • achievement gaps

© 2025 RSF: The Russell Sage Foundation Journal of the Social Sciences

Powered by HighWire