The effect of childhood segregation on minority academic performance at selective colleges
The effect of childhood segregation on minority academic performance at selective colleges
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童年隔离对精英大学少数族裔学业成绩的影响
DOI：
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发表时间：
2006
期刊：
影响因子：
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通讯作者：
Mary J. Fischer
中科院分区：
文献类型：
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作者：
D. Massey;Mary J. Fischer
在这项研究中，我们借鉴了1999年秋季全国新生纵向调查（National Longitudinal Survey of freshman）的数据，对近4000名进入大学的男性和女性进行了有代表性的调查，以考虑童年时期住房和学校隔离对大学学业表现的影响。我们的研究表明，黑人和拉丁裔大学生，即使是那些就读于美国最优秀的学术机构的学生，在种族隔离的强烈影响下，在背景和经历上表现出巨大的差异。那些在隔离环境中长大的人在学术和社交方面对大学生活的准备不足，在成长过程中更容易受到暴力和社会混乱的影响。在记录了这些差异之后，我们估计了回归模型，以预测学业成绩作为6-18岁受访者所在社区和学校的少数民族组成的函数，控制了各种个人和家庭特征以及隔离的相关因素。
Abstract In this study we draw upon data from the National Longitudinal Survey of Freshmen, a representative survey of nearly 4,000 men and women entering college in the autumn of 1999, to consider the effects of housing and school segregation during childhood on academic performance in college. We show that black and Latino college students, even those enrolled in the nation's most selective academic institutions, display large differences in background and experiences that are strongly conditioned by racial segregation. Those coming of age in a segregated environment were less prepared academically and socially for college life, and were more exposed to violence and social disorder while growing up. After documenting these differences, we estimate regression models to predict academic performance as a function of the minority composition of the neighbourhoods and schools where respondents lived ages 6–18, controlling for a variety of individual and family characteristics as well as the correlates of segregation.