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This paper examines the interplay between desegregation, institutional bias,and individual behavior in education. Using a game-theoretic model thatconsiders race-heterogeneous social incentives, the study investigates theeffects of between-school desegregation on within-school disparities incoursework. The analysis incorporates a segregation measure based on entropyand proposes an optimization-based approach to evaluate the impact of studentreassignment policies. The results highlight that Black and Hispanic studentsin predominantly White schools, despite receiving less encouragement to applyto college, exhibit higher enrollment in college-prep coursework due tostronger social incentives from their classmates' coursework decisions.

Can Desegregation Close the Racial Gap in High School Coursework?