Goldsmith, Pat Rubio
Learning Apart, Living Apart: The Lasting Impact of Perpetual Segregation
University of Wisconsin-Parkside
Extent to which neighborhoods' % White is replicated across generations & the extent to which HS' & colleges' percent White mediates this relationship.
Journal Name or Institutional Affiliation:
Teacher College Record
Vol. 112, No. 6, pp. 1602-1630
- The proportion White that students experience in high school and college has a lasting influence, affecting the percent White in their young adult neighborhoods.
- Analysis suggest that racial segregation in high schools and colleges reinforces segregation in neighborhoods.
- Data shows a very strong, intergenerational inheritance of ZCA's percent White. Much of the relationship, an estimated 31 percent of it, is explained by the racial composition of schools and colleges.
- Data suggests that the close relationship between ZCA's percent White and high schools' and colleges' percent White results in schools and colleges assisting in the reproduction of ZCA's racial composition across generations.
- Racial segregation of schools reinforces the racial segregation of neighborhoods.
- Variation in economic, human, and cultural capital across students explains very little of these contextual effects.
- While results show that school segregation reinforces residential segregation, they also imply that school desegregation could reduce residential segregation.
- From Neighborhood to High-School
- Covariates show that net of any differences in capital, Blacks and Latinos experience downward mobility relative to Whites.
- Two other groups experience significant levels of downward mobility. Students with a language minority background have 5.8 percent fewer Whites than students without this language background, and students in inner cities have 5.1 percent fewer Whites than students in suburban areas.
- From Neighborhoods and high schools to college
- Consistent with place stratification models, Blacks and Latinos experience downward mobility relative to Whites as they transition into college.
- Students with an immigrant parent attend colleges with 4% less Whites than students without an immigrant parent.
- Students with high SES backgrounds experience slight downward mobility.
- Students from inner cities and from rural areas have a 2.9 and 5.2 percent more Whites, respectively, in their colleges than students from suburban backgrounds.
- From Neighborhoods, high schools, and colleges to neighborhoods
- Other things being equal, Black's young adult neighborhoods are 7.4% less White and Latino's neighborhoods are 4.7% less White than those of Whites. Consistent with the human capital model, individuals with a language minority backgrounds have 2.9 % fewer Whites in their adult neighborhoods than those without this characteristic, all else being equal.
Journal Article Empirical Research
College, Neighborhood, Residential Segregation, SES Composition, Segregation
Secondary Survey Data
Method of Analysis:
High school students
Unit of Analysis:
- National Education Longitudinal Study (NELS) 1988-2000
- Integrated Postsecondary Education Data System (IPEDS), and Summary File 3B of the 1990 and the 2000 Censuses of Population and Housing.
- DV: High School, college and neighborhood percentage White.
- IV: Racial/ethnic composition of residential neighborhood, family, student and school characteristics
- Sample includes Black, White, Latino and American Indians.
- Respondents were about 26 years of age in the final wave.
- Sample has 10,827 respondents who participated in all panels from 1988 to 2000.