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Students from minority segregated schools tend to achieve and attain less than similar students from White segregated schools. This study examines whether peer effects can explain this relationship using normative models and frog-pond models. Normative models (where peers become alike) suggest that minority schoolmates are a liability. Frog-pond models (where students benefit from recognition) suggest that minority schoolmates are an asset. Data from the National Educational Longitudinal Study and the Census show that students from minority-concentrated schools attain less education in the long run than students from White-concentrated schools net of many covariates. Both normative processes and frog-pond processes (especially from class rank) help explain attainment, but they tend to cancel each other out and make the net effect of peers in minority and white concentrated schools small.

In recent years, sociologists and others have suggested that nightclub owners have used dress codes to covertly discriminate against African Americans and Latinos. We test this claim using experimental audit methods where matched pairs of African American, Latino, and white men attempt to enter urban nightclubs with dress codes in large metropolitan areas (N = 159). We find systematic evidence that African Americans are denied access to nightclubs more often than similarly appearing whites and (in some cases) Latinos attempting to enter the same nightclubs. The magnitude of this discrimination is similar to that observed in housing audit studies. However, we do not find evidence of unequal treatment between whites and Latinos. These findings suggest that dress codes are used to racially discriminate against African Americans, in violation of federal law.

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Prior research has shown that neighbourhood racial and income contexts remain similar across generations within White, Black and Latino families in the US. This article builds on this research by examining the extent to which geographical mobility during the transition to adulthood attenuates the perpetuation of residential segregation from Whites among Asians, Blacks and Latinos. Data from the National Education Longitudinal Study linked to 1990 and 2000 US census data were analysed. Results suggest that residential exposure to Whites is similar during youth and adulthood among young adults who live in the same metropolitan area where they lived as adolescents, regardless of race/ethnicity. Among those who migrate to another metropolitan area, adolescent exposure predicts exposure among Asian, Black and Latino young adults, but not among Whites themselves. Thus, limited experience with integrated neighbourhoods during adolescence among non-Whites and limited geographical mobility among all young adults help to perpetuate segregation.