Perpetuation Theory and the Long-Term Effects of School Desegregation

1994 ◽  
Vol 64 (4) ◽  
pp. 531-555 ◽  
Author(s):  
Amy Stuart Wells ◽  
Robert L. Crain
Keyword(s):  
African American ◽  
African American Students ◽  
School Desegregation ◽  
High Status ◽  
Long Term Effects ◽  
Life Chances ◽  
American Students ◽  
Perpetuation Theory ◽  
Racially Mixed

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.

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

2010 ◽  
Vol 112 (6) ◽  
pp. 1654-1678 ◽  
Author(s):  
Elizabeth Stearns
Keyword(s):  
High School ◽  
Young Adults ◽  
African American ◽  
African American Students ◽  
Racial Composition ◽  
Racial Isolation ◽  
Social Settings ◽  
American Students ◽  
Perpetuation Theory

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.

Long-Term Effects of HIV Prevention Interventions With African American Crack-Using Women

2006 ◽  
Author(s):  
Wendee M. Wechsberg ◽  
Wendy K. K. Lam ◽  
Rhonda S. Karg ◽  
Kara Riehman ◽  
Kyla M. Sawyer
Keyword(s):  
African American ◽  
Hiv Prevention ◽  
Long Term Effects ◽  
Prevention Interventions ◽  
Hiv Prevention Interventions

Adaptation to college among African American students: The role of trauma and PTSD

2011 ◽  
Author(s):  
Guler Boyraz ◽  
Sharon G. Horne ◽  
Archandria C. Owens ◽  
Aisha P. Armstrong
Keyword(s):  
African American ◽  
African American Students ◽  
American Students ◽  
Adaptation To College

Making Youth Matter

2018 ◽  
Vol 11 (2) ◽  
pp. 70-93
Author(s):  
Celeste Hawkins
Keyword(s):  
African American ◽  
African American Students ◽  
African American Male ◽  
Research Study ◽  
Educational Experiences ◽  
Male Students ◽  
African American Male Students ◽  
American Students ◽  
And Gender ◽  
K 12

This article focuses on findings from a subgroup of African-American male students as part of a broader qualitative dissertation research study, which explored how exclusion and marginalization in schools impact the lives of African-American students. The study focused on the perspectives of youth attending both middle and high schools in Michigan, and investigated how students who have experienced forms of exclusion in their K–12 schooling viewed their educational experiences. Key themes that emerged from the study were lack of care, lack of belonging, disrupted education, debilitating discipline, and persistence and resilience. These themes were analyzed in relation to their intersectionality with culture, ethnicity, race, class, and gender.

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