Marcos Rangel - Princeton University and University of Sao Paulo

Discrimination Goes to School? Racial Differences in Performance Assessments by Teachers

    Date:  03/27/2013 (Wed)

    Time:  3:30pm- 5:00pm

    Location:  Seminar will be held on-site: Social Sciences 111

    Organizer:  Duncan Thomas


Meeting Schedule: Login or email the organizer to schedule a meeting.

    All meetings will be held in the same location as the seminar unless otherwise noted.

    - TUESDAY 27 MARCH -

   6:00pm - Dinner @ Vin Rouge w/ Joe Hotz, Margie McElroy ...

    - WEDNESDAY 28 MARCH - (All meetings in SS Room 202) -

   10:00am - Seth Sanders

   10:30am - Ryan Brown, Nick Ingwersen, Evan Peet

   11:15am - Gabriela Farfan, Venonica Montalva, Andrea Velasquez

   12:00pm - Lunch w/ Peter Arcidiacono

    1:15pm - Pat Bayer

    1:45pm - Amar Hamoudi

    2:15pm - Daniel Yi Xu

    2:45pm - Marjorie McElroy

    3:15pm - Seminar set up

    3:30pm - Seminar Presentation (3:30pm to 5:00pm)

    6:30pm - Dinner w/ Amar Hamoudi, Seth Sanders, Duncan Thomas

    - THURSDAY 29 MARCH -

    3:00pm - Erica Field


    Additional Comments:  Abstract A number of studies detect significant association between African ancestry and various measures of socioeconomic success in a variety of contexts, even under sharp differences in patterns of economic development, institutional arrangements regarding segregation, and observed rates of mixing in marriage markets. Recent literature emphasizes that a large share of observed racial gaps (at least regarding labor market outcomes) results from lower investment in the accumulation of human capital by individuals of African descent. In the present article we take this observation seriously and investigate the role of racial discrimination within schools as an obstacle for the acquisition of productive skills. Robust evidence drawn from an unique data set from Brazilian elementary, middle and high-schools suggest that, when compared with blindly scored tests of proficiency, teachers' subject-specific individual assessments suffers from biases associated with a student's skin color.