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

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  • Douglas S. Massey

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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  • Douglas S. Massey, 2006. "Social Background and Academic Performance Differentials: White and Minority Students at Selective Colleges," American Law and Economics Review, American Law and Economics Association, vol. 8(2), pages 390-409.
    • Handle: RePEc:oup:amlawe:v:8:y:2006:i:2:p:390-409
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    File URL: http://hdl.handle.net/10.1093/aler/ahl005
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    Cited by:

    1. Zhaoyi Cao & Tim Maloney, 2017. "Decomposing Ethnic Differences in University Academic Achievement in New Zealand," Working Papers 2017-02, Auckland University of Technology, Department of Economics.
    2. Ann L. Owen, 2011. "Student Characteristics, Behavior, and Performance in Economics Classes," Chapters, in: Gail M. Hoyt & KimMarie McGoldrick (ed.), International Handbook on Teaching and Learning Economics, chapter 32, Edward Elgar Publishing.
    3. Black, Sandra E. & Lincove, Jane & Cullinane, Jennifer & Veron, Rachel, 2015. "Can you leave high school behind?," Economics of Education Review, Elsevier, vol. 46(C), pages 52-63.
    4. Jason Fletcher & Marta Tienda, 2010. "Race and Ethnic Differences in College Achievement: Does High School Attended Matter?," The ANNALS of the American Academy of Political and Social Science, , vol. 627(1), pages 144-166, January.

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