CoBRAS as a Predictor of Attitudes toward Redistributing Resources to Improve Predominantly Black Schools

Autor/inn/en	Sperling, Rick; Kuhn, Caroline
Titel	CoBRAS as a Predictor of Attitudes toward Redistributing Resources to Improve Predominantly Black Schools
Quelle	In: Journal of Negro Education, 85 (2016) 2, S.172-183 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2984
DOI	10.7709/jnegroeducation.85.2.0172
Schlagwörter	Attitude Measures; Predictor Variables; Racial Bias; Resource Allocation; Black Colleges; Achievement Gap; African American Students; White Students; Defense Mechanisms; Equal Education; Educational Policy; Social Stratification; Psychology; Private Colleges; Undergraduate Students; Advantaged; College Environment; Racial Discrimination; African American Culture; Educational Finance; Educational Improvement + Suchen Sie Ihr Suchwort? Prädiktor; Racial discrimination; Rassismus; Ressourcenallokation; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Abwehrverhalten; Politics of education; Bildungspolitik; Soziale Zusammensetzung; Psychologie; Privathochschule; Hochschulumwelt; Racial bias; Bildungsfonds; Teaching improvement; Unterrichtsentwicklung
Abstract	Research supports the use of the Color-Blind Racism Attitudes Scale (CoBRAS) as a measure of color-blindness, but relatively little is known about whether it is predictive of policy attitudes. This study adds to that literature by investigating the extent to which CoBRAS predicts attitudes toward resource redistribution as a method of addressing the Black-White achievement gap. Structural equation modeling performed on data from 215 participants revealed that CoBRAS is a useful tool in predicting attitudes toward redistributing resources to benefit predominantly Black schools, even after controlling for social dominance and attributions for "the gap." Researchers are encouraged to continue exploring the properties of CoBRAS to achieve a thorough understanding of its empirical potential. (As Provided).
Anmerkungen	Howard University School of Education. 2900 Van Ness Street NW, Washington, DC 20008. Tel: 202-806-8120; Fax: 202-806-8434; e-mail: journalnegroed@gmail.com; Web site: http://www.journalnegroed.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01