Dr. Huriya Jabbar email@example.com
In recent years, both scholars and educators have become increasingly concerned with the pervasive under-enrollment of minoritized youth in advanced math courses and tracks, a phenomenon known as racialized tracking. While there is a growing body of research documenting students' educational experiences within racially tracked schools, most often through a qualitative lens, only a handful of quantitative studies have examined broader patterns of racialized tracking, none of them on a national scale. In this, the first national study of racialized tracking in U.S. public high schools, Yasmiyn Irizarry uses Civil Rights data to examine school-level patterns of underrepresentation of black students in calculus and other advanced math courses and to identify associated factors.
Irizarry is an assistant professor of African and African Diaspora Studies and a faculty affiliate in the Population Research Center at The University of Texas at Austin. She is a quantitative sociologist by training who uses critical quantitative methods and frames to examine factors that produce and reinforce racial and social inequality. Her research focuses on inequality in elementary and high school contexts with a focus on STEM trajectories, racial identity and the quantitative measurement of race, and social attitudes, prejudice, and discrimination.