Long-Term Correlates of High School Racial Composition: Perpetuation Theory Reexamined

2010 ◽  
Vol 112 (6) ◽  
pp. 1654-1678 ◽  
Author(s):  
Elizabeth Stearns

Background/Context Perpetuation theory predicts that attending a racially segregated school paves the way for a lifetime of segregated experiences in neighborhoods, schools, and jobs. Research conducted in the 1970s and 1980s linked racial isolation in high schools with later racial isolation in many social settings among African-American students. Racial isolation in the workplace is particularly important to study given that it is an indicator of social cohesion and has been linked with lower levels of pay for workers of color. Purpose This study updates much of this research, focusing on the extent to which young adults are racially isolated in the workplace for a more contemporary and racially/ethnically diverse sample. Research Design Using the National Education Longitudinal Study, I conduct ordinary least squares regression with Huber/White/sandwich robust variance estimates and a correction for clustered observations. Findings I find that the racial composition of high schools has a long-term effect on the extent to which young adults are racially isolated in the workplace. I find that exposure to other racial groups in high school—specifically, exposure to Asian American, Latino, and African American students for White students, and exposure to Latinos and Whites for African American students—reduces their racial isolation in workplace settings after high school. These effects are remarkable in that they are being detected net of measures of region, high school resources, and individual resources, and particularly net of residential isolation in the neighborhoods that the students lived in during the survey period. Conclusions This study's findings are consistent with perpetuation theory, which highlights the long-term effects of attending segregated schools across multiple social settings. It offers additional reasons to be concerned about the resegregation of America's schools: as they reseg-regate, additional racial isolation in the workplace is expected to follow.

1994 ◽  
Vol 64 (4) ◽  
pp. 531-555 ◽  
Author(s):  
Amy Stuart Wells ◽  
Robert L. Crain

For the last 30 years, the bulk of research on school desegregation has focused on the short-term effects of this policy on the achievement, self-esteem, and intergroup relations of students in racially mixed versus segregated schools. These research foci reflect a more psychological approach to understanding the goals and purposes of school desegregation, viewing it as a policy designed to save the hearts and minds” of African-American students and teach children of all races to get along. This article brings together, for the first time, a smaller body of literature on the long-term effects of school desegregation on the life chances of African-American students. In this article, we argue from a sociological perspective that the goal of desegregation policy is to break the cycle of segregation and allow nonwhite students access to high-status institutions and the powerful social networks within them. We analyze 21 studies drawing on perpetuation theory, a macro-micro theory of racial segregation.


1992 ◽  
Vol 71 (2) ◽  
pp. 618-618 ◽  
Author(s):  
David Lester ◽  
Denise Anderson

21 Hispanic American students in an urban New Jersey high school obtained higher depression and suicidal ideation scores than 42 African-American students.


2017 ◽  
Author(s):  
◽  
Eric C. Sr. Greely

A fundamental right of American children is to have equal opportunities to obtain a quality education regardless of race, class, or economic status. College graduates are less likely to live in poverty and more likely to have greater earning potential. High school students enrolling in rigorous coursework, like Advanced Placement classes, are better prepared for college. Using the instruments of the Ohio Teacher Efficacy Survey and the Rand Measure, this study found that having a rigorous curriculum and avoiding deficit thinking matters in recommending African-American students' to Advanced Placement classes. Race and ethnicity should not be used as a limitation. Educators must recognize the diversity that each student contributes to the classroom. Additionally, this research revealed that what high school teachers believe about their students' capabilities does influence the success of the students. Teachers who teach Advanced Placement courses have to believe all students can learn, regardless of condition, status, race or economic opportunities.


2007 ◽  
Vol 10 (3) ◽  
pp. 2156759X0701000 ◽  
Author(s):  
Cheryl Holcomb-McCoy

Although there is a growing body of literature on students' transition from middle school to high school, much of the literature fails to take into consideration the distinctive racial and environmental circumstances of African American students. This article reviews literature related to the transitioning of African American students and discusses the unique challenges that African American students experience during adolescence. Counseling interventions are delineated and implications for school counseling professionals also are discussed.


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