The relationship between neighborhood racial concentration and verbal ability: An investigation using the institutional resources model

Citation

Bennett, Pamela R. (2011). The relationship between neighborhood racial concentration and verbal ability: An investigation using the institutional resources model. Social Science Research. vol. 40 (4) pp. 1124-1141

Abstract

Relatively few studies examine the relationship between racial residential segregation and educational or cognitive outcomes. Using data from the National Longitudinal Study of Adolescent Health and the institutional resources model of neighborhood effects, I investigate one account of how macrostructural arrangements between race, neighborhood segregation, and school quality interact to produce inequalities in test scores. Consistent with the institutional resources model, results suggest that school quality varies across neighborhoods based, in part, on their degree of racial concentration. Indeed, school quality and other school characteristics mediate the relationship between racial concentration and verbal skills, particularly among black males. These findings have implications not only for inequalities in cognitive skills among blacks across residential space, but also between blacks and whites given high levels of residential segregation in the United States. In sum, findings illustrate yet another way in which residential segregation contributes to, and not merely reflects, racial inequalities.

URL

http://dx.doi.org/10.1016%2Fj.ssresearch.2011.04.001

Reference Type

Journal Article

Journal Title

Social Science Research

Author(s)

Bennett, Pamela R.

Year Published

2011

Volume Number

40

Issue Number

4

Pages

1124-1141

DOI

10.1016/j.ssresearch.2011.04.001

Reference ID

1377