The Department of Educational Leadership & Policy Studies’ Relevant Research Roundtable (R3) series offers research presentations and graduate student development sessions throughout the academic year. The research sessions, where faculty (departmental, college and university) and advanced graduate students present their latest research, are intended to build a culture of scholarly inquiry and engagement. The graduate student development sessions, hosted by departmental faculty, are designed to assist students in various aspects of graduate studies and career development. Session are live streamed for remote viewing and recorded for later viewing.
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Stream the sessions live here!
Dr. Kaja Jasinska, Assistant Professor of Linguistics & Cognitive Science, University of Delaware
Dr. Jeffrey Milligan, Professor, Department of Educational Leadership and Policy Studies, Florida State University
Dr. Barbara Schneider, John A. Hannah University Distinguished Professor in the College of Education and the Department of Sociology, Michigan State University
10:00 AM, G152 STB
Dr. Eunhui Yoon, Assistant Professor, Department of Educational Psychology and Learning Systems, Florida State University
Wednesday, September 25
Dr. Cameron Beatty, Assistant Professor of Higher Education, Florida State University
Wednesday, October 23
Jesse Ford, Ph.D. Candidate, Florida State University
Elif Oz, Ph.D. Candidate, Florida State University
Dr. Rebecca Brower, Ph.D. alumna, Florida State University
Wednesday, November 6
Teng Zhao, Ph.D. Candidate, Florida State University
Erica Wiborg, Ph.D. Candidate, Florida State University
Wednesday, November 20
Dr. John Reynolds, Professor of Sociology, Florida State University
Dr. Dawn Carr, Associate Professor of Sociology, Florida State University
Concerns over the resegregation of public schools are consistent with research showing academic and non-academic benefits of integrated schooling dating back to the Coleman Report. This paper seeks to contribute to the literature on school segregation and the literature on successful aging by assessing whether attending school where most other students are of a different race is positively associated with well-being in late adulthood, as predicted by human capital theory and perpetuation theory. Analyses of three cohorts in the Health and Retirement Study show that “race-discordant” schooling is positively associated with educational attainment, wealth, and social engagement among older adults. We also find that the human capital benefits of integration are greatest for minority older adults, while the positive association with social engagement is only present for white and Hispanic older adults. We conclude that concerns over the resegregation of public schools should extend to the significance of integrated schooling for successful aging and population health.