Social Background and Academic Performance Differentials: White and Minority Students at Selective Colleges
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.
Volume (Year): 8 (2006)
Issue (Month): 2 ()
|Contact details of provider:|| Postal: Oxford University Press, Great Clarendon Street, Oxford OX2 6DP, UK|
Fax: 01865 267 985
Web page: http://www.aler.oupjournals.org/
|Order Information:||Web: http://www.oup.co.uk/journals|
When requesting a correction, please mention this item's handle: RePEc:oup:amlawe:v:8:y:2006:i:2:p:390-409. See general information about how to correct material in RePEc.
For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: (Oxford University Press)or (Christopher F. Baum)
If references are entirely missing, you can add them using this form.