Gamoran, Adam, Collares, Ana Cristina, & Barfels, Sarah
Does Exposure to Whites Help Blacks in the Long Run? Labor-Market Consequences of High School Racial Composition
University of Wisconsin-Madison
Assess labor-market consequences of high school racial composition.
Journal Name or Institutional Affiliation:
Paper Presented at the ASA, Philadelphia
- African American and other minority students who enrolled in high schools with higher proportions of White students tend to work in environments with more persons from dissimilar racial backgrounds.
- White students who attended schools with lower proportion Whites found themselves in less White-dominated workplaces - a perpetuation of racial mixing for Whites as well.
- While busing as a social policy may have helped African Americans find their ways to racially mixed workplaces, it did not appear to have this salutary effect for Whites.
- Racially mixed high schools may contribute modestly to racially mixed workplaces, but their power to promote economic inequality seems limited at best.
- Students' experiences of a school's racial environment may not be as simple as tallying the school's composition.
- School racial composition is unrelated to attainment of educational or occupational status, employment, or annual earnings.
- Find some support for perpetuation theory, but desegregation does not appear to be a powerful approach to promoting an integrated society.
Desegregation, Diversity, High School, Labor Market, Long Term Outcomes, Non Academic Outcomes, Occupational Outcomes, Outcomes, Perpetuation Theory
Method of Analysis:
Unit of Analysis:
- National Longitudinal Studies conducted by the U.S. Department of Education. High School & Beyond (HSB) interviews students in 1980 and follows them in 1982, 1984, 1986, and 1992.
- The National Educational Longitudinal Survey (NELS) followed up 15,000 students in 1992, 1994, and 2000.
- Analyze results for three sample of students: 1) HSB 1980 tenth graders, followed up in 1992; NELS 1990 tenth graders, followed up in 2000; and NELS 1988 eight graders, followed up in 2000.
- DV: Educational attainment, occupational status, annual earnings, percentage of people in your present workplace of your same race and ethnicity.
- IV: School level (proportion of white students in school, racial conflict, region of the country, private versus public, etc.), student-level (race, SES, race relations).