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Social Background and Academic Performance Differentials: White and Minority Students at Selective Colleges

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  • Douglas S. Massey
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    Abstract

    This article uses the National Longitudinal Survey of Freshmen (NLSF) to study the continuing consequences of segregation. Data show that minority students from segregated backgrounds attended substandard schools, received lower quality instruction, were exposed to higher levels of disorder and violence, and were less prepared socially for campus life. Minority students also experience higher levels of stress within their social networks while at college. Operating through these intervening variables, segregation significantly depresses minority academic achievement. Copyright 2006, Oxford University Press.

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    File URL: http://hdl.handle.net/10.1093/aler/ahl005
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    Bibliographic Info

    Article provided by Oxford University Press in its journal American Law and Economics Review.

    Volume (Year): 8 (2006)
    Issue (Month): 2 ()
    Pages: 390-409

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    Handle: RePEc:oup:amlawe:v:8:y:2006:i:2:p:390-409

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    Postal: Oxford University Press, Great Clarendon Street, Oxford OX2 6DP, UK
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    Cited by:
    1. Sandra E. Black & Jane Arnold Lincove & Jenna Cullinane & Rachel Veron, 2014. "Can You Leave High School Behind?," NBER Working Papers 19842, National Bureau of Economic Research, Inc.

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