Within-School Segregation in an Urban School District

2005 ◽  
Vol 27 (3) ◽  
pp. 225-244 ◽  
Author(s):  
Dylan Conger
Keyword(s):  
New York ◽  
New York City ◽  
Ability Grouping ◽  
Immigrant Students ◽  
Racial Segregation ◽  
Urban School District ◽  
School Segregation ◽  
Racial Groups ◽  
Ethnic Segregation ◽  
Grouping Practices

This article examines ethnic segregation, defined as segregation among racial groups as well as between native-born and immigrant students, across elementary school classrooms in New York City. Specifically, the study compares patterns in within-school segregation across ethnic groups, grades, boroughs, and years. Current levels of within-school segregation are also compared to levels of across-school segregation and to levels of segregation that result from three simulations where students are assigned to their classrooms: (a) randomly, (b) to achieve complete ethnic segregation, and (c) according to their prior year test scores. Results indicate that racial segregation across schools is far greater than racial segregation within schools, however the segregation of immigrants within-schools is equal to the segregation of immigrants across schools. Within-school segregation cannot be entirely attributed to random processes or to the use of ability grouping practices, particularly in the case of black and Hispanic segregation. Finally, segregation within-schools varies considerably across the five boroughs and declined during the second half of the 1990s.

Three Generations of Italians in New York City: Their Religious Acculturation

1969 ◽  
Vol 3 (2) ◽  
pp. 3-17
Author(s):  
Nicholas John Russo
Keyword(s):  
New York ◽  
New York City ◽  
Ethnic Groups ◽  
York City ◽  
Social Life ◽  
Religious Tradition ◽  
Racial Groups ◽  
Religious Groups ◽  
Social Scientists ◽  
American Society

Renewed awareness in ethnic groups as well identified, persisting and active participants in the political and social life of American society imposes a new task on the social scientists to define better and more cogently measure the implications of pluralism and integration. This article by Russo—presenting the findings of his doctoral dissertation: The Religious Acculturation of the Italians in New York City—evidences the fast disappearance of the cultural identity of an immigrant group in relation to their rural religious tradition and behavior. At the same time, it notes the survival of social identity. In the light of this evidence, we can ask ourselves if ethnic religious institutions might have led the immigrants to religious forms more in keeping with their new environment and how the acculturation described should be evaluated. Above all, we are forced to search for those variables which maintain the ethnic groups’ identity even in the third generation. In this way, the process of the inclusion into American society of different ethnic and religious groups may reveal some clues for the more complex test of inclusion of different racial groups.

An Assessment of School Segregation and Its Impact on STEM Education

2020 ◽  
pp. 34-53
Author(s):  
Tyresa Rene Jackson
Keyword(s):  
New York ◽  
New York City ◽  
African American ◽  
Stem Education ◽  
York City ◽  
Female Students ◽  
School Segregation ◽  
African American Female ◽  
African American Girls ◽  
And Mathematics

The focus of this chapter is to understand the intersection of school segregation and African American girls' performance in science, technology, engineering, and mathematics (STEM) education. This chapter will begin with an assessment of school segregation in New York City. The next section of the chapter will assess how school segregation influences the performance of African American female students in STEM education. The final section of this chapter will provide recommendations on how to increase the number of African American girls in STEM education.

We Walked

2019 ◽  
pp. 23-39
Author(s):  
Quincy D. Newell
Keyword(s):  
New York ◽  
New York City ◽  
York City ◽  
Racial Segregation ◽  
Hudson River ◽  
Black And White ◽  
Erie Canal ◽  
The Gift ◽  
The City ◽  
The Way

Jane Manning experienced the gift of tongues shortly after her conversion, an event she took as a confirmation of her decision to join the Mormons. The rest of the Manning family appears to have converted to Mormonism after her and, together with white converts from the area, they all left Connecticut for Nauvoo, Illinois, under the direction of LDS missionary Charles Wesley Wandell. The practice of racial segregation on boats and railways meant that for much, if not all, of their journey from Connecticut to New York City and then up the Hudson River and west on the Erie Canal, the black and white members of the group were separated from one another. At some point during the trip, the black members of the group were refused further passage, so the Mannings walked the rest of the way. Jane’s memory of this portion of the journey emphasized God’s providence. When they arrived in Nauvoo, they found a bustling city that was struggling to accommodate newly arrived converts, many of whom were poor and vulnerable to the diseases that plagued the city.

The Effect of Home Country Natural Disasters on the Academic Outcomes of Immigrant Students in New York City

2020 ◽  
pp. 1-52
Author(s):  
Agustina Laurito
Keyword(s):  
New York ◽  
New York City ◽  
Academic Success ◽  
Natural Disasters ◽  
York City ◽  
Fixed Effects ◽  
Immigrant Students ◽  
Home Country ◽  
Standard Deviations ◽  
The Impact

This paper estimates the impact of home country natural disasters on the academic performance of immigrant students in New York City public schools. It provides credible evidence of these effects by exploiting the exogenous timing of natural disasters relative to testing dates in models with student fixed effects. Natural disasters in the home country lower immigrant students' test scores mostly in reading by 0.051 standard deviations and by 0.028 standard deviations in mathematics. This paper provides strong evidence that the home country is an important out-of-school factor shaping immigrant students' academic success and shows that children are affected by distal contexts in which they do not directly participate

An Important Armenian MS. with Greek Miniatures

1942 ◽  
Vol 74 (3-4) ◽  
pp. 155-162
Author(s):  
H. Kurdian
Keyword(s):  
New York ◽  
New York City ◽  
York City ◽  
Christian Iconography

In 1941 while in New York City I was fortunate enough to purchase an Armenian MS. which I believe will be of interest to students of Eastern Christian iconography.

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