All Segregation is Not Equal

The Impact of Latino and Black School Composition

Bibliographic Data

ID2481992
AuthorsPat António Goldsmith (University of Wisconsin–Parkside, corresponding author)
Year2003
Volume46
Issue1
Pages83-105
Publication date2003-03-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueSociological Perspectives (JOURNAL)
Journal identifiersISSN: 0731-1214 • E-ISSN: 1533-8673
PublisherSAGE Publications Inc (PUBLISHER)
DOI10.1525/sop.2003.46.1.83
OpenAlexW1971977105
LanguageEN
Citations received21
References cited35

Latinos are a large, highly segregated minority group achieving less than whites in school, but the extent to which segregation is responsible for their relatively low achievement is not well known. The effect of proportion Latino on educational achievement is often assumed to be identical to the effect of proportion black. I use the NELS to test this assumption. Results reveal that segregation concentrates disadvantages for Latinos and blacks, but surprisingly, proportion Latino tends to positively influence test scores over the high school years. Proportion black, in contrast, does not affect test scores except for a negative effect for blacks in science. Integration of Latinos with whites would reduce some of the inequalities between schools, it would not hurt and in some areas would help the test scores of whites, but it would hurt Latinos unless some of the helpful features of predominantly Latino schools could be copied

Demographic economics · Inequality · Sociology · Critical Race Theory in Education · Demography · Gender Studies · Mathematics · Medicine · Psychology · School Choice and Performance · Social Psychology · Urban, Neighborhood, and Segregation Studies · Gerontology

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