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Demography

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01.02.2012

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

verfasst von: Leticia J. Marteleto

Erschienen in: Demography | Ausgabe 1/2012

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Abstract

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.

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Pardo is the official category used by the Brazilian Institute of Geography and Statistics (IBGE) to identify those who are a mixture of white, black, and native Indian. Pardos have been identified as mulatto or moreno (Degler 1971/1986; Telles and Lim 1998). The other classifications are branco (white), preto (black), amarelo (yellow, meaning Asians), and indígena (indigenous, meaning native Indians).

Because of the subjective nature of race and racial identity in Brazil, which is explained in detail later, whenever I use the terms whites, pardos, or blacks, I refer to “those identified or labeled” as whites, pardos, or blacks.

The project “Statute of Racial Equality” was proposed in May 2003 and approved in November 2005.

During the period examined, primary education was divided into a lower and an upper level, each of four years’ duration. In 2009, primary education was extended to nine years: lower primary includes grades 1–5, and upper primary includes grades 6–9. Secondary education comprises a level of three years, from grades 9–11 until 2009 and grades 10–12 after 2009.

The IBGE has not released the probability of unit selection for the 1982 PNAD, but it has released this information for 2007. I find that the results applying individual weights are consistent with the results adjusting the standard errors for the within-cluster correlation applying complex survey analysis. To ensure comparability between 1982 and 2007, I use individual weights.

For a discussion on the categories of race used by the IBGE in Brazil, see Harris et al. (1993) and Telles (1995).

Exceptions are the 1982 and 1996 PNADs, where a special module on social mobility was implemented.

Several researchers using the PNAD have employed this approach to examine a variety of children and adolescent outcomes (e.g., Barros and Lam 1996; Duryea and Arends-Kuenning 2003).

The creation of institutional mechanisms to promote racial equality—such as the Special Secretariat for Policies Promoting Racial Equality in 2003—is an example of such recognition.

In most cases, the household head or the spouse of the head is the respondent (Telles 2004). Because the analytical sample in this study is composed of children of the head of the family, in most cases, one of the parents of the children examined identifies the child’s race.

Table 2 models are not conditioned on completing primary schooling. Results do not change qualitatively if the sample is restricted to those who have finished primary schooling.

Table 2 models implemented separately for the Southeast are similar to the national trend but vary for the Northeast in 1982 (not shown).

The results do not change qualitatively when log of family income is included

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Titel: Educational Inequality by Race in Brazil, 1982–2007: Structural Changes and Shifts in Racial Classification
verfasst von: Leticia J. Marteleto
Publikationsdatum: 01.02.2012
Verlag: Springer US
Erschienen in: Demography / Ausgabe 1/2012
Print ISSN: 0070-3370
Elektronische ISSN: 1533-7790
DOI: https://doi.org/10.1007/s13524-011-0084-6

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