Educational Inequality by Race in Brazil, 1982�

Scholarly perspectives on the mixed race experience.

Now, I have always believed that what is now widely considered one of slavery’s worst legacies—the Southern “one-drop” rule that indicted anyone with black blood as a nigger and cleaved American society into black and white with a single stroke—was also slavery’s only upside. Of course I deplore the motive behind the law, which was rooted not only in white paranoia about miscegenation, but in a more practical need to maintain social order by keeping privilege and property in the hands of whites. But by forcing blacks of all complexions and blood percentages into the same boat, the law ironically laid a foundation of black unity that remains in place today. It’s a foundation that allows us to talk abstractly about a ” black community” as concretely as we talk about a black community in Harlem or Chicago or L.A.’s South Central (a liberty that’s often abused or lazily applied in modern discussions of race). And it gives the lightest-skinned among us the assurance of identity that everybody needs to feel grounded and psychologically whole—even whites, whose public non-ethnicity is really ethnicity writ so large and influential it needs no name. Being black may still not be the most advantageous thing in the world, but being nothing or being neutral—the rallying cry of modern-day multiculturalists—has never made any emotional or real-world sense. Color marks you, but your membership in black society also gives you an indestructible house to live in and a bed to rest on. I can’t imagine growing up any other way.

Erin Aubry Kaplan, Black Talk, Blue Thoughts, and Walking the Color Line: Dispatches from a Black Journalista, (Lebanon, New Hampshire: University Press of New England, 2011), 16.

Educational Inequality by Race in Brazil, 1982–2007: Structural Changes and Shifts in Racial Classification

Educational Inequality by Race in Brazil, 1982–2007: Structural Changes and Shifts in Racial Classification

Demography
Volume 49, Number 1 (February 2012)
pages 337-358
DOI: 10.1007/s13524-011-0084-6

Leticia J. Marteleto, Assistant Professor of Sociology
Population Research Center
University of Texas, Austin

Despite overwhelming improvements in educational levels and opportunity during the past three decades, educational disadvantages associated with race still persist in Brazil. Using the nationally representative Pesquisa Nacional de Amostra por Domicílio (PNAD) data from 1982 and 1987 to 2007, this study investigates educational inequalities between white, pardo (mixed-race), and black Brazilians over the 25-year period. Although the educational advantage of whites persisted during this period, I find that the significance of race as it relates to education changed. By 2007, those identified as blacks and pardos became more similar in their schooling levels, whereas in the past, blacks had greater disadvantages. I test two possible explanations for this shift: structural changes and shifts in racial classification. I find evidence for both. I discuss the findings in light of the recent race-based affirmative action policies being implemented in Brazilian universities.

Read or purchase the article here.

Tags: Demography, Leticia J. Marteleto, Leticia Marteleto

This entry was posted on Friday, March 9th, 2012 at 22:41Z and is filed under Articles, Brazil, Caribbean/Latin America, Census/Demographics, Media Archive, Social Science. You can follow any responses to this entry through the RSS 2.0 feed. Both comments and pings are currently closed.

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Mixed Race Studies

Educational Inequality by Race in Brazil, 1982–2007: Structural Changes and Shifts in Racial Classification

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