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Education, Justice, and Democracy$
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Rob Reich and Danielle Allen

Print publication date: 2013

Print ISBN-13: 9780226012629

Published to Chicago Scholarship Online: September 2013

DOI: 10.7208/chicago/9780226012933.001.0001

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PRINTED FROM CHICAGO SCHOLARSHIP ONLINE (www.chicago.universitypressscholarship.com). (c) Copyright University of Chicago Press, 2020. All Rights Reserved. An individual user may print out a PDF of a single chapter of a monograph in CHSO for personal use.date: 27 November 2020

Can Members of Marginalized Groups Remain Invested in Schooling?

Can Members of Marginalized Groups Remain Invested in Schooling?

An Assessment from the United States and the United Kingdom

Chapter:
(p.101) Chapter 5 Can Members of Marginalized Groups Remain Invested in Schooling?
Source:
Education, Justice, and Democracy
Author(s):

Angel L. Harris

Publisher:
University of Chicago Press
DOI:10.7208/chicago/9780226012933.003.0006

This chapter examines whether members of marginalized groups can remain invested in education despite persistent encounters with barriers to upward socioeconomic mobility. The first part looks at the intergenerational transmission of beliefs regarding upward socioeconomic mobility among black Americans. The second part assesses whether youths from marginalized groups disinvest from schooling, presenting evidence from youths in both the United States and the United Kingdom. It is shown that although black parents expect their children to experience racial discrimination, they also attribute more value to education than white parents. It also appears that marginalized racial groups do not respond to their marginalization by resisting school.

Keywords:   academic disinvestment, education, marginalized group, socioeconomic mobility, black Americans, minority groups

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