白人学生的在场与黑白校内不平等的出现：两种基于交互的机制
The presence of White students and the emergence of Black-White within-school inequalities: two interaction-based mechanisms
AI总结：
本文通过基于智能体的模型，探讨了白人学生存在影响黑白学生进阶课程注册差异的机制，解释了种族多样化和白人占多数的学校中资源不平等最高的现象，为政策提供依据。
摘要：
本文研究机制导向的解释，探讨了教育社会学中一个著名的实证模式，即黑白学生在获取学校资源（定义为进阶课程程）的不平等访问在种族多样化且以白人为主的学校中最高。通过一个经验校校准和验证的基于智能体的模型，本研究探讨了两种定性知情机制的动态，表明(1)我们有理由相信，校内白人学生的存在可以影响黑白进阶注册差异的出现，(2)这种影响可以代表对感兴趣的宏观层面模式的另一种可能解释。结果有助于当前的校内不平等学术解释，阐明了改善种族融合环境中黑人学生教育经验的策略。见解。
英文摘要：
This article investigates mechanism-based explanations for a well-known empirical pattern in sociology of education, namely, that Black-White unequal access to school resources -- defined as advanced coursework -- is the highest in racially diverse and majority-White schools. Through an empirically calibrated and validated agent-based model, this study explores the dynamics of two qualitatively informed mechanisms, showing (1) that we have reason to believe that the presence of White students in school can influence the emergence of Black-White advanced enrollment disparities and (2) that such influence can represent another possible explanation for the macro-level pattern of interest. Results contribute to current scholarly accounts of within-school inequalities, shedding light into policy strategies to improve the educational experiences of Black students in racially integrated settings.
机构、总结、中文摘要均由AI分析而来，可能存在错误，请以论文正文为准。
