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Hoarding without hoarders: unpacking the emergence of opportunity hoarding within schools

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  • Jo~ao M. Souto-Maior

Abstract

Sociologists of education increasingly highlight the role of opportunity hoarding in the formation of Black-White educational inequalities. Informed by this literature, this article unpacks the necessary and sufficient conditions under which the hoarding of educational resources emerges within schools. It develops a qualitatively informed agent-based model which captures Black and White students' competition for a valuable school resource: advanced coursework. In contrast to traditional accounts -- which explain the emergence of hoarding through the actions of Whites that keep valuable resources within White communities -- simulations, perhaps surprisingly, show hoarding to arise even when Whites do not play the role of hoarders of resources. Behind this result is the fact that a structural inequality (i.e., racial differences in social class) -- and not action-driven hoarding -- is the necessary condition for hoarding to emerge. Findings, therefore, illustrate that common action-driven understandings of opportunity hoarding can overlook the structural foundations behind this important phenomenon. Policy implications are discussed.

Suggested Citation

  • Jo~ao M. Souto-Maior, 2023. "Hoarding without hoarders: unpacking the emergence of opportunity hoarding within schools," Papers 2305.14653, arXiv.org, revised Jun 2023.
    • Handle: RePEc:arx:papers:2305.14653
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    1. Uma Mazyck Jayakumar & Scott E. Page, 2021. "Cultural Capital and Opportunities for Exceptionalism: Bias in University Admissions," The Journal of Higher Education, Taylor & Francis Journals, vol. 92(7), pages 1109-1139, November.
    2. Jo~ao M. Souto-Maior, 2023. "The presence of White students and the emergence of Black-White within-school inequalities: two interaction-based mechanisms," Papers 2304.04849, arXiv.org, revised Jun 2023.
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