Schools, Neighborhoods and Selection: Outcomes Across Metropolitan Los Angeles

The Academic Adaptation of Children of Immigrants in New and Established Settlement States: The Role of Family, Schools, and Neighborhoods

“…Similarly, the neighborhoods where children of immigrants resided had lower poverty rates and a lower concentration of minority populations (two potential indicators for greater resources and more equitable opportunity) than their peers living in established destinations. As found in other studies, these neighborhood characteristics reinforced the economic and ethnic/racial context of the schools youth attended and had a positive effect on achievement (Clark and Maas 2012; Pong and Hao 2007). Once these overall school resources and neighborhood and school composition were accounted for, though, immigrant youth actually performed worse in new immigrant destinations.…”

“…For many children of immigrants, school attendance marks the beginning of their assimilation process by introducing them to mainstream American culture for the first time and by providing them with foundational skills for their future education and employment prospects (Kao and Thompson 2003; Kao and Tienda 1995). Often reinforcing school-level effects, neighborhood conditions define adolescents’ opportunity structures and social norms by providing models for socially acceptable adult behavior, connections to the wider society, and supervision over adolescent conduct (Ainsworth 2002; Clark and Maas 2012; Crowder and South 2003; Pong and Hao 2007). Research on schools and neighborhoods in new immigrant destinations suggest that dispersion to these new areas can both promote and hinder the successful academic adaptation of immigrant youth.…”

Gentrification, Education and Exclusionary Displacement in East London

“…Lipman, ). There is a considerable US literature on social segregation and school performance, which generally shows that those with more disadvantaged backgrounds tend to go to less well‐performing schools and end up with lower performance scores (for example, see the recent article by Clark and Maas, ). More generally, the relatively sparse literature on social mixing has tended to show that where it does occur it has not resulted in a broadly based social upgrading (Bridge et al ., ).…”

Distance, education and inequality

“…The 1954 judgement ruled that 'separate educational facilities are inherently unequal'. While this led to the formal desegregation of education, what subsequently happened was that black immigration to the inner cities was accompanied by white suburbanisation, which led to a de facto segregation of schooling based on place of residence (Clark, Dieleman, and de Klerk 1992;Clark and Maas 2012;Clotfeleter 1999;Ledwith and Clark 2007;Rivkin 1994) which was, of course, highly racialised and classed. There is a fifth mode of allocation based on selection according to competitive examination.…”