Jomills Henry Braddock

Ability Grouping, Aspirations, and Attainments: Evidence from the National Educational Longitudinal Study of 1988.

Among African American youth and other young people in our society, educational aspirations-the bedrock of future educational and occupational attainment-are developed in large measure through affective and cognitive developmental experiences in schools. Notwithstanding the important roles played by families, communities, and other social institutions in aspirations formation, schools are the primary institution in which educational socialization occurs. Yet schools, which are the primary focus of this article, have failed miserably in providing even basic opportunities for the development of literacy, social skills, and values to far too many of those they serve, especially young people of color. Although American public education is based on a common school ideology that purports to promote equal access to all learners, widespread and entrenched patterns of tracking and between-class ability grouping in our nations schools often result in differentiated classroom learning environments and opportunities for students. If students primarily learn the knowledge and values they are taught or to which they are exposed, then these differentiated, in-school learning opportunities have important implications for young peoples educational aspirations and subsequent attainments. Such differences not only imply different learning outcomes, they may also lead to differences among students in motivation to learn and attachment to school. Studies of tracking and ability grouping have called attention to the potentially harmful effects of these practices on African American and

Social-Psychological Processes That Perpetuate Racial Segregation: The Relationship Between School and Employment Desegregation

A few diverse studies show that racial segregation tends to be perpetuated over stages of the life cycle and across institutional settings (Braddock, 1980; Braddock and McPartland, 1982; Crain, 1970; McPartland and Crain, 1980; McPartland and Braddock, 1981; U.S. Commission on Civil Rights, 1967: App. C5). Blacks who grow up in a largely segregated environment are more likely to lead their adult lives in segregated situations. And, at any given age, Blacks who are segregated in one institutional sphere-be it in education, residential location, employment, or informal social contacts-are also likely to have mostly segregated experiences in other institutional environments.

Race, athletics, and educational attainment: Dispelling the Myths

The relationship between adolescent athletic involvement and academic achievement has been the topic of considerable debate among scholars and educators for many years. Those opposed to interscholastic athletics claim that partcipation in athletics exerts a detrimental impact on scholarship because it diverts an excessive amount of both human and financial capital away from the primary academic objectives of the schools (e.g., Gordon, 1957). Supporters, on the other hand, contend that athletic participation has a beneficial impact on academic achievement (Rehberg and Schafer, 1968; Otto and Alwin, f977; Picou, 1978), the assumption being that extracurricular activities (including athletics) function like grades received in the academic curriculum by providing opportunities to acquire, develop, and rehearse attitudes and skills from which status goals evolve

Desegregation and Black Student Attrition.

Black students at traditionally black colleges behave in fundamentally different ways from black students at traditionally white institutions.

Basking in Reflected Glory and Blasting Differences in Identity-Management Strategies Between Two Groups of Highly Identified Soccer Fans

This study examines, in soccer fanzines, two identity-management strategies—basking in reflected glory (BIRGing) and blasting—of two groups of highly identified soccer fans with allegiance to the same team. Results show strong support for the BIRG phenomenon among both ultra fan groups but little evidence of the blasting phenomenon among either group. The implications of these findings are discussed in regard to social identity management among sports fans.

RE-EXAMINING THE RELATIONSHIP BETWEEN INTERSCHOLASTIC SPORT PARTICIPATION AND DELINQUENCY: TYPE OF SPORT MATTERS*

Abstract For years it has been commonly held by the public and by policy makers that youth sport participation can serve as an agent of social control. At the school level, this relationship has been examined in terms of numerous psychosocial and behavioral outcomes. Research on one such outcome - delinquency - has resulted in mixed findings. To better understand this association and perhaps arrive at more conclusive findings, the present study utilizes nationally representative data (NELS: 88) to conduct a more in-depth analysis of the relationship between school sport participation and delinquency. We present findings from a systematic analysis of engagement in delinquency that 1) controls for race, gender, and SES, 2) takes into account important factors representing components of Hirschis (1969) social control theory found both inherent in sport participation and external to it, and 3) compares different delinquency outcomes for different types of sport. Results confirm the complexity of the sports—delinquency relationship, as both the direct and mediating effects of social control vary by type of sport.

Race and Gender Equity in Sports Have White and African American Females Benefited Equally From Title IX

Males have been the dominant focus of sports participation in America since the 19th century. Serious examination of women’s participation in sports did not begin to receive substantial treatment until the early 1970s, when social and legal forces led to the enactment of Title IX of the 1972 Education Amendments to the Civil Rights Act of 1964. The purpose of the present study is to address the question of whether Black and White women have benefited equally from Title IX by (a) examining Post–Title IX trends in Black and White females’ sport participation in high school and college, using data from national longitudinal surveys; (b) assessing the effect of race on sport participation opportunities for high school girls based on these data:, and (c) examining legal cases involving Title IX to assess the extent to which legal challenges have improved access to and participation of Black women in sports relative to their White female counterparts. The findings of the current study reveal that this benefit has not been shared equally by White and African American females. High schools attended by African American females do not offer the same range of sports as those available in schools attended by White females.

Chapter 4: Education of Early Adolescents

For many youth 10 to 15 years old, early adolescence offers opportunities to choose a path toward a productive and fulfilling life. For many others, it represents their last best chance to avoid a diminished future. (Carnegie Council on Adolescent Development, 1989)

Long‐term effects of school desegregation on southern blacks

Relatively little is known about the long‐term effects of school desegregation on black adult lifestyles and life chances. For example, does school segregation perpetuate itself across stages of the life cycle and across different institutional settings? Does school segregation constrain the career educational and occupational aspirations and attainments of blacks? These important issues have only recently begun to receive empirical research attention. This article reviews research on the effects of school desegregation on southern blacks, with particular emphasis on recent evidence from several large‐scale national surveys. Results are discussed in terms of their implications for social policy and racial equity.

Sport and race relations in American society

This paper examines contemporary patterns of American race relations as they are mirrored in the social institution of sport. Specifically, the National Football League is used as a case example to illustrate how subtle, systemic, and institutional barriers continue to block equal employment opportunities for Blacks, even in sectors of society which are putatively free of racial discrimination. This paper is comprised of three parts. Part one reviews the accumulated evidence on racial discrimination in sports and reveals that although Black players’ performances have in the last two decades become increasingly pre‐eminent in baseball, basketball and football, they have made few inroads into professional sports management either on or off the playing fields. Part two uses multiple regression and path analysis to compute estimates of (1) the relative influence of race versus other relevant characteristics‐education, leadership ability, professional accomplishments—on the player to coach transition; and (2) ...