The American Family in Black and White: A Post-Racial Strategy for Improving Skills to Promote Equality
AbstractIn contemporary America, racial gaps in achievement are primarily due to gaps in skills. Skill gaps emerge early before children enter school. Families are major producers of those skills. Inequality in performance in school is strongly linked to inequality in family environments. Schools do little to reduce or enlarge the gaps in skills that are present when children enter school. Parenting matters, and the true measure of child advantage and disadvantage is the quality of parenting received. A growing fraction of American children across all race and ethnic groups is being raised in dysfunctional families. Investment in the early lives of children in disadvantaged families will help close achievement gaps. America currently relies too much on schools and adolescent remediation strategies to solve problems that start in the preschool years. Prevention is likely to be more cost-effective than remediation. Voluntary, culturally sensitive support for parenting is a politically and economically palatable strategy that addresses problems common to all racial and ethnic groups.
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Bibliographic InfoPaper provided by National Bureau of Economic Research, Inc in its series NBER Working Papers with number 16841.
Date of creation: Mar 2011
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- Heckman, James J., 2011. "The American Family in Black and White: A Post-Racial Strategy for Improving Skills to Promote Equality," IZA Discussion Papers 5495, Institute for the Study of Labor (IZA).
- J15 - Labor and Demographic Economics - - Demographic Economics - - - Economics of Minorities, Races, Indigenous Peoples, and Immigrants; Non-labor Discrimination
- J24 - Labor and Demographic Economics - - Demand and Supply of Labor - - - Human Capital; Skills; Occupational Choice; Labor Productivity
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- Sandner, Malte, 2013. "Effects of Early Childhood Intervention on Child Development and Early Skill Formation. Evidence from a Randomized Controlled Trial," Diskussionspapiere der Wirtschaftswissenschaftlichen FakultÃ¤t der Leibniz UniversitÃ¤t Hannover dp-518, Leibniz Universität Hannover, Wirtschaftswissenschaftliche Fakultät.
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- Marco Tonello, 2011. "Mechanisms of peer interactions between native and non-native students: rejection or integration?," Working Papers 2011/21, Institut d'Economia de Barcelona (IEB).
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