Schools or Neighborhoods or Both? Race and Ethnic Segregation and Educational Attainment

Goldsmith, Pat Rubio

doi:10.1353/sof.0.0193

Cited by 96 publications

(73 citation statements)

References 53 publications

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“…Scholarship across the subsequent four decades has consistently replicated Coleman's findings, observing that students who attend more socioeconomically disadvantaged schools tend to perform worse on a variety of developmental indicators, including optimism, school engagement, achievement growth, and educational attainment (Battin-Pearson et al 2000;Hoy et al 2006;Palardy 2013;Rumberger and Palardy 2005;Lee and Smith 1995). Similar findings have emerged for those students attending schools enrolling predominantly racial/ethnic minority students (Caldas and Bankston 1998;Goldsmith 2009;Hanushek et al 2009). …”

Section: Race/ethnicity Socioeconomic Status and Students' Developmmentioning

confidence: 63%

Demographic Marginalization, Social Integration, and Adolescents’ Educational Success

Benner

Wang

2014

J Youth Adolescence

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Links between schools' demographic composition and students' achievement have been a major policy interest for decades. Using a racially/ethnically diverse sample from the National Longitudinal Study of Adolescent Health (N = 6,302; 54% females; 53% White, 21% African American, 15% Latino, 8% Asian American, 2% other race/ethnicity), we examined the associations between demographic marginalization, students' later social integration (loneliness at school, school attachment), and educational performance and attainment. Adolescents who were socioeconomically marginalized at school [i.e., having <15% same-socioeconomic status (SES) peers] had lower cumulative grade point averages across high school and lower educational attainment. A similar disadvantage was observed among students who were both socioeconomically and racially/ethnically marginalized at school (i.e., having <15% same-SES peers and <15% same-racial/ethnic peers). Indirect effects were also observed, such that demographic marginalization was linked to poorer school attachment, and poorer school attachment, in turn, was related to poorer academic performance. These results highlight the educational barriers associated with demographic marginalization and suggest potential targets for future intervention efforts.

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Section: Race/ethnicity Socioeconomic Status and Students' Developmmentioning

confidence: 63%

Demographic Marginalization, Social Integration, and Adolescents’ Educational Success

Benner

Wang

2014

J Youth Adolescence

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“…Yet there is insufficient research on Latino segregation, which scholars argue denies both the historical and contemporary segregation Latinos endure [21,28,31,32]. Latinos in particular are facing high levels of school segregation [28].…”

Section: Contemporary Educational Segregationmentioning

confidence: 99%

Latinos Need to Stay in Their Place: Differential Segregation in a Multi-Ethnic Suburb

Lacayo

2016

Societies

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While Latinos face high levels of segregation, there is scant research specifically addressing whites' attitudes towards Latinos regarding their preferences. This study draws from 40 in-depth interviews with whites in Orange County California, an area with a large Latino and Asian population. I demonstrate that white respondents choose to segregate themselves from Latinos. Most studies have used Blumer's group position theory to explain white attitudes and neighborhood preference towards Blacks. My findings supports Blumer's group position theory by revealing why white respondents feel threatened by an increase in the Latino population. Yet, the Asian population has also grown, but white respondents convey positive sentiments towards Asians, and express they feel comfortable living and interacting with them. I argue that white respondents' preferences with regards to integration are not solely based on the size of a group, but rather whether they characterize the group as inferior. Integration has been touted as an American principle. Yet, as the country becomes more diverse, this case study illustrates that white respondents prefer to share space with those they feel similar to, and consequently contribute to Latino segregation.

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“…Thus the 3.4-to-1 differential in potential home wealth between affl uent Whites and poor Blacks translates into a comparable differential with respect to school funding, ultimately producing a profound gap in the quality of education available to those at the top and bottom of American society. The connection between racial segregation and stunted educational achievement among Blacks is very well established empirically (Goldsmith 2009 ;Billings et al 2012 ;Rothstein 2004Rothstein , 2014. The close connection between school segregation and residential segregation is confi rmed by the data in Fig.…”

Section: Poverty and Privilege In Black And Whitementioning

confidence: 68%

Segregation, Race, and the Social Worlds of Rich and Poor

Massey

Tannen

2016

The Dynamics of Opportunity in America

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Residential segregation has been called the "structural linchpin" of racial stratifi cation in the United States. Recent work has documented the central role it plays in the geographic concentration of poverty among African-Americans as well as the close connection between exposure to concentrated deprivation and limited life chances. Here we review trends in racial segregation and Black poverty to contextualize a broader analysis of trends in the neighborhood circumstances experienced by two groups generally considered to occupy the top and bottom positions in U.S. society: affl uent Whites and poor Blacks. The analysis reveals a sharp divergence of social and economic resources available within the social worlds of the two groups. We tie this divergence directly to the residential segregation of AfricanAmericans in the United States, which remains extreme in the nation's largest urban Black communities. In these communities, the neighborhood circumstances of affl uent as well as poor African-Americans are systematically compromised.

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Schools or Neighborhoods or Both? Race and Ethnic Segregation and Educational Attainment

Cited by 96 publications

References 53 publications

Demographic Marginalization, Social Integration, and Adolescents’ Educational Success

Demographic Marginalization, Social Integration, and Adolescents’ Educational Success

Latinos Need to Stay in Their Place: Differential Segregation in a Multi-Ethnic Suburb

Segregation, Race, and the Social Worlds of Rich and Poor

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