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