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ERIC Number: ED583600
Record Type: Non-Journal
Publication Date: 2017
Pages: 46
Abstractor: ERIC
ISBN: N/A
ISSN: N/A
The Racial Heterogeneity Project: Implications for Educational Research, Practice, and Policy
Nguyen, Bach Mai Dolly; Alcantar, Cynthia M.; Curammeng, Edward R.; Hernandez, Edwin; Kim, Victoria; Paredes, Audrey D.; Freeman, Rachel; Nguyen, Mike Hoa; Teranishi, Robert T.
ACT, Inc.
As the United States continues to grow and the composition of its population shifts, expanding opportunity and reducing barriers to education must be a national priority. An essential first step toward greater educational equality is a deeper understanding of the fundamental changes in the demographic composition of the nation. Consider, for example, that there are 18.7 million children born to immigrant parents, which represents 25 percent of the U.S. population under the age of 18 and 30 percent of the public school enrollment. By 2050, Whites will comprise under half of the total population. The rapidly changing demography of our nation must be central to how we think about national priorities relative to education, workforce development, labor market participation, and human rights. This report offers a conceptual lens and actionable steps for organizations, institutions, and government agencies to improve data practices and more accurately capture the nation's racial and ethnic diversity. By offering data highlights on each racial population and providing specific examples of the relevance of data disaggregation for those communities, this report signifies a critical first step toward examining how the nation's demography can be best represented and the inequities between groups can be better addressed. The report also focuses on three intents: (1) Raise awareness about the complexity of race and the rapidly changing demography, both of which have important implications for education and addressing inequality; (2) Stimulate the demand for collecting and utilizing data disaggregation for all racial groups, with particular attention to opportunities to work collaboratively across and within racial groups to support the unique needs of students; and (3) Advance a call to action for organizations, institutions, and government agencies to commit to the examination of racial heterogeneity, the collection and use of disaggregated data, and collaboration within and between groups.
ACT, Inc. 500 ACT Drive, P.O. Box 168, Iowa City, IA 52243-0168. Tel: 319-337-1270; Web site: http://www.act.org
Publication Type: Reports - Research; Numerical/Quantitative Data
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: ACT Center for Equity in Learning; University of California, Los Angeles (UCLA), Institute for Immigration, Globalization, and Education (IGE)
Identifiers - Assessments and Surveys: National Assessment of Educational Progress