By Douglas S. Massey
ISBN-10: 0691113262
ISBN-13: 9780691113265
African american citizens and Latinos earn reduce grades and drop out of school extra usually than whites or Asians. but thirty years after planned minority recruitment efforts started, we nonetheless have no idea why. In The form of the River, William Bowen and Derek Bok documented some great benefits of affirmative motion for minority scholars, their groups, and the country at huge. yet in addition they came upon that too many didn't in attaining educational luck. In The resource of the River, Douglas Massey and his colleagues examine the roots of minority underperformance in selective schools and universities. They clarify how such components as local, family members, peer workforce, and early education impact the tutorial functionality of scholars from differing racial and ethnic origins and differing social classes.
Drawing on a tremendous new resource of data--the nationwide Longitudinal Survey of Freshmen--the authors adopt a entire research of the various pathways through which whites, African american citizens, Latinos, and Asians input American better schooling. Theirs is the 1st learn to record the various features that scholars deliver to campus and to track out the impact of those ameliorations on later educational functionality. They express that black and Latino scholars don't input university deprived through a scarcity of vanity. actually, overconfidence is extra universal than low self-confidence between a few minority scholars. regardless of this, minority scholars are adversely laid low with racist stereotypes of highbrow inferiority. even supposing educational education is the most powerful predictor of faculty functionality, shortfalls in educational practise are themselves principally an issue of socioeconomic drawback and racial segregation.
Presenting very important new findings, The resource of the River files the continued energy of race to form the lifestyles probabilities of America's kids, even one of the so much proficient and able.
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Additional info for The Source of the River: The Social Origins of Freshmen at America's Selective Colleges and Universities
Example text
We then randomly selected students by race and ethnicity and forwarded the names to ISR for assignment to interviewers. ). Institutions varied greatly in their procedures for granting access to student data. ). And even though all instruments, consent forms, introductory letters, and human subjects protocols had been reviewed and approved by the University of Pennsylvania’s IRB, many institutions required us to submit our materials to their own human subjects committees for independent evaluation.
The pilot survey also offered us a means of calibrating the accuracy of self-reports about socioeconomic background by linking to records provided by Penn’s Office of Student Financial Assistance. Unlike the records of the University Registrar, which cover all students enrolled at Penn, records from the Office of Student Financial Assistance pertain only to those students who applied for financial aid. Of the 281 students who applied for financial assistance (about 78% of the sample), roughly half (141) gave us permission to access the information in their financial aid application, which reports parental income and home value, two items we specifically asked about in the pilot survey.
In July 1999 each college or university president received a letter from William Bowen explaining the nature and purpose of the NLSF and soliciting support for our interviewing on campus. Included in the mailing was a letter from the investigators reiterating Bowen’s request and explaining that in order to participate, the institutions would need to provide, in August of that year, a list of the prospective members of the freshman class with each person’s name, race, Hispanic origin, date of birth, permanent address, phone number, campus address, campus phone number, and e-mail address, if available.
The Source of the River: The Social Origins of Freshmen at America's Selective Colleges and Universities by Douglas S. Massey
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