Understanding America: Unequal Economic Returns of Years of Schooling in Whites and Blacks

Background: Higher schooling is associated with higher economic wellbeing. Marginalization-related Diminished Returns (MDRs) framework, however, refers to smaller returns of schooling for non-Hispanic Blacks (NHBs) compared to non-Hispanic Whites (NHWs). Aim: Using a national sample of American adults, the current study compared NHBs and NHWs for the effects of each incremental increase in the years of schooling (gradient of educational level) among American adults. Methods: Data came from the Understanding America Study (UAS), a national online survey with a nationally representative sample. A total of 5715 adults (18+ years old) were included. From this number, 4,826 (84.4%) were NHWs, and 889 (15.6%) were NHBs. Years of schooling was the independent variable. Economic wellbeing was the main outcome. Age and gender were the covariates. Race was the moderator. Results: Overall, each additional year of schooling was associated with higher economic wellbeing, net of age, and gender. A statistically significant interaction was found between race and years of schooling on the outcome, indicating a smaller boosting effect of any incremental increase in the years of education on the economic wellbeing of NHBs compared to NHWs. Conclusion: In line with MDRs, highly educated Black people experience low economic wellbeing. The MDRs of education on economic wellbeing may be why highly educated, and middle-class Black Americans still report poor health. Policy solutions should address multi-level causes of MDR-related health disparities

“It’s Like the Elephant in the Room” A Qualitative Analysis of Racism in a U.S. High School

Identifying and addressing systemic racial oppression in the education system is a key component in confronting pervasive health and economic disparities for Black students. In this qualitative study, we conducted secondary analysis of existing data. Transcripts of interviews and focus group discussions belonged to 21 Black students in a charter school in Michigan in the year 2013. Open access data were downloaded from University of Michigan’s Inter-university Consortium for Political and Social Research (ICPSR) database in 2022. We used an inductive analytic approach to analyze the qualitative data for constructs related to experiences of structural racism. Three constructs that characterized students’ experiences of structural racism in the U.S. education system were found: (a) Lack of Color-conscious Curriculum; (b) Selective Cultural Erasure; and (c) The Demonstration of Racialized Power. For researchers, these data highlight a need for more studies on the effects of structural racism in the U.S. education system on educational, economic, and health outcomes. For administrative and policy makers, the results emphasize the need for educational initiatives that address deeply-rooted structural inequalities in the U.S. education system. This may include adoption of color-conscious curriculum and culturally responsive pedagogy, the utilization of restorative justice practices, and reparations for Black Americans

Learning While Black: A Qualitative Analysis of the Impact of Race in a U.S. High School

One of the major contributing factors to the Black-White achievement gap is school context. While many factors can affect academic achievement amongst Black youth, school climate and inter-racial relations are among the root causes which impact Black students’ development. In this qualitative study, we conducted secondary analysis of existing data consisting of interview transcripts and focus group discussions held in 2013 with 21 Black students who attended a public charter high school in Michigan. Open access data were downloaded from the University of Michigan Inter-University Consortium for Political and Social Research (ICPSR) database. We analyzed qualitative data for themes and constructs related to school context and such influences on Black youth development. The following three constructs were identified: racial identity of Black youth, the impact of teachers on Black students’ racial identity and development, and lastly, exploring the dominant culture of the U.S. education system. For researchers, this data highlights a need for more studies on the intersection of race, school environment, and youth development. For administrators and policy makers, the results emphasize the need for investment and engagement in the daily experiences of Black students, reducing racism, and increasing diversity of curriculum. Teachers and school administrators may benefit from specialized training to better address cultural, educational, and developmental needs of Black youth in the context of their role in school

Parental Educational Attainment and Frequency of Marijuana Use in Youth: Hispanics’ Diminished Returns

Background: While socioeconomic status (SES) indicators such as parental educational attainment show robust associations with health behaviors such as substance use, the protective effects of these indicators may differ across racial groups. This phenomenon of weaker associations between SES indicators and health outcomes for marginalized and minoritized groups relative to non-Hispanic White people has been labeled “Marginalization-related Diminished Returns” (MDRs). Here, we test both whether parental educational attainment is associated with marijuana use frequency in youth as well as whether we observe racial and ethnic variation in this association consistent with MDRs. Methods: This study used data from the cross-sectional 2019 Monitoring the Future survey (MTF 2019). Participants included 29,230 youth who were either Hispanic (24.1%), non-Hispanic Black (16.1%), or non-Hispanic White (59.9%). We used weighted logistic regression models to test for (1) associations between maternal educational attainment and youth cannabis use frequency as well as (2) moderation of this association by race/ethnicity, while adjusting for the complex sample design of the MTF 2019 data. Age, sex, father presence, and maternal employment were entered into models as covariates. Results: Overall, children born to mothers with higher educational attainment reported less frequent marijuana use than peers born to mothers with lower educational attainment. However, this association was significantly weaker in Hispanic versus non-Hispanic White youth. Conclusion: The strength of the association between parental educational attainment and youth marijuana use frequency appears to differ across ethnic groups. Specifically, we observed that whereas non-Hispanic White youth from high-SES families tend to report less marijuana use than peers from lower-SES families, Hispanic youth report roughly equal levels of use across the full SES spectrum. This finding is in line with the MDRs framework and may reflect factors such as structural racism, social stratification, and the marginalization of ethnic minority families in the US