The Unfulfilled Promise of <i>Brown v. Board</i> : white Americans’ Support for Public Education Funding for Black Students in the 21st Century

Abstract Seven decades after Brown v. Board , Black students continue to lag White students. This article analyzes six experiments conducted over three decades to study whether, consistent with social identity theory, White Americans are more supportive of funding increases for nonracially targeted educational programs that benefit their racial ingroup compared to race-targeted programs. We also ask whether racial prejudice is a factor, if implicit or explicit racial priming accounts for any observed differences, and if the effects have changed over time. Our results show that consistent with social identity theory, White Americans are more likely to favor funding increases for public schools or programs for poor children, categories that are majority White, than programs targeted to Black children. Furthermore, we find no evidence of implicit or explicit racial priming. Across all experiments and all years, interactions between racial priors and the treatments are null. We conclude that ingroup favoritism, not prejudice nor racial priming, explains racially discriminatory support for increases in education funding.