Patchen, Martin, Hofmann, Gerhard, & Brown, William
Academic Performance of Black High School Students Under Different Conditions of Contact with White Peers
The possible interaction effects of class racial composition and friendship with Whites on several aspects of black student's academic performance
Journal Name or Institutional Affiliation:
Sociology of Education
Vol. 53, No. 1, pp. 33-51
- Class racial composition had significant effects on Black students' effort and grades. The larger the proportion of Whites, the greater the effort but the lower the grades of Blacks.
- Being in classes with a substantial proportion of Whites appeared to benefit only those Blacks whose White peers came from low-education families.
- Class racial composition had independent effects on Black students' grades and effort.
- Class racial composition did not have a significant effect on achievement scores or on Black students' expectancies of being able to go to college.
- The Black students' own ability level and that of their White peers had no consistent joint effects on academic outcomes for Blacks.
Journal Article Empirical Research
Academic Achievement, Contact Theory , Peer Effects, Racial Composition
Secondary Data, Survey
Method of Analysis:
Public High Schools
Unit of Analysis:
- 11 public high schools of Indianapolis, Indiana, primarily in the spring of 1971.
- Measures used in the analysis: Academic Values and Performance Interracial Contact Black Student's Own Characteristics Characteristics of White Peers Characteristics of Black Peers
- DV: Achievement scores, academic effort
- IV: Classroom racial composition