Douglas B. Downey

TL;DR: The authors provided a more rigorous investigation of the dilution model than previous studies testing its implications with a sample of 24599 eighth graders from the 1988 [U.S.] National Education Longitudinal Study.

TL;DR: The oppositional culture explanation for racial disparities in school performance posits that individuals from historically oppressed groups (involuntary minorities) signify their antagonism toward the dominant group by resisting school goals.

TL;DR: For instance, this article argued that schooling plays an important role in reproducing and even exacerbating existing disparities in cognitive skills, and showed that schooling affects inequality in cognitive skill in cognitive ability.

TL;DR: This article found that black students' classroom behavior is rated more favorably by black teachers than by white teachers, and that this pattern could be a function of white teachers' bias, which they attributed to the fact that white teachers were more likely to assign black students higher marks than black students.

TL;DR: Using longitudinal data, it is found that differences in achievement between movers and nonmovers are partially a result of declines in social relationships experienced by students who move, and most of the negative effect of moving is due to preexisting differences between the two groups.