The Growth of Segregation in American Schools: Changing Patterns of Separation and Poverty Since 1968

Orfield, Gary; Schley, Sara; Glass, Diane; Reardon, Sean F.

doi:10.1080/1066568940270102

Cited by 61 publications

(69 citation statements)

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“…21 Nationally, the correlation between the percentage of poor students in a school and the percentage of black and Hispanic students was 0.66 in 1991. 20 In metropolitan Chicago, the correlation between the percentages of poor and nonwhite students was 0.90 for elementary schools in 1989. 21 Although there are millions of poor whites in the US, poor white families tend to be dispersed throughout communities, with many residing in desirable residential areas.…”

Section: 13mentioning

confidence: 99%

Racial Residential Segregation: A Fundamental Cause of Racial Disparities in Health

Williams

Collins

2001

Public Health Reports

1,349

1,015

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Section: 13mentioning

confidence: 99%

Racial Residential Segregation: A Fundamental Cause of Racial Disparities in Health

Williams

Collins

2001

Public Health Reports

1,349

1,015

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“…However, not only are they important to society generally, they are also important to education. As Orfield (1993) recently concludes, since 1968, segregation remains especially high in our nation's large cities, and it reaches serious proportions in mid-sized central cities; further, many African American and Latino students also attend segregated schools in the suburbs of larger metropolitan areas. Thus, racial and cultural segregation is reemerging, and it is doing so in contexts of poverty and substandard educational settings.…”

Section: The Journal Of Negvo Educationmentioning

confidence: 99%

Young African American and Latino Children in High-Poverty Urban Schools: How They Perceive School Climate

Slaughter-Defoe¹,

Carlson²

1996

The Journal of Negro Education

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“…In sharp contrast, school segregation of Hispanlc/Lattno children has continued to increase steadily since at least the mid-1960s, when national data on the subject were first collected (Orfield, 1993;Orfield, Bachmeier, James, & Eitle, 1997; U.S. Department of Education, 1995).…”

Section: School Segregation Of Children Who Migrate Tothe United Statmentioning

confidence: 99%

School Segregation of Children Who Migrate to the United States From Puerto Rico

Laosa

1998

ETS Research Report Series

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Examined are ecological attributes of the schools that preadolescents migrating from Puerto Rico to the United States (New Jersey) attend in this country during the first two years following their arrival (tf = 89 schools). The data show that Hispanics/Latinos are the majority of the student body in 43% of the schools; African Americans, in 30%; and European Americans, in 12%. Native speakers of Spanish are the majority of the student body in 29% of the schools. Approximately one half of the schools are located in economically depressed, highly urbanized areas. Although the schools are on average large, 44% of them enroll above capacity. In most schools the majority of the student body is from economically impoverished families with low levels of parental education. There are, however, wide differences among the schools on each of these variables. Correlations show that the higher a student body's proportion of Hispanics/Latinos or native speakers of Spanish, the higher is the student body's proportion of pupils from economically impoverished households with low levels of parental education, and the higher the school's likelihood of being crowded and of being located in a poor inner-city area. Similarly, the higher a student body's proportion of African Americans, the higher is the student body's proportion of pupils from low-income families, and the higher the school's likelihood of being in a poor inner-city area. Discussed are implications for policy and for students' academic, linquistlc, social, and emotional development; and hypotheses in need of research. Also presented is a historical overview, to the present, and discussion of U.S. policies and judicial decisions concerning school segregation.

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The Growth of Segregation in American Schools: Changing Patterns of Separation and Poverty Since 1968

Cited by 61 publications

References 0 publications

Racial Residential Segregation: A Fundamental Cause of Racial Disparities in Health

Racial Residential Segregation: A Fundamental Cause of Racial Disparities in Health

Young African American and Latino Children in High-Poverty Urban Schools: How They Perceive School Climate

School Segregation of Children Who Migrate to the United States From Puerto Rico

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