CitationThomas, Tori; Frisco, Michelle; & Frankenberg, Erica (2018). High school racial/ethnic segregation and the educational attainment trajectories of white, black, and Hispanic students in the United States. Annual Meeting of the Population Association of America. Denver, CO.
AbstractAnalyzing data from the National Longitudinal Study of Adolescent to Adult Health (N=8349), using sequential logistic models, we investigate whether high school racial segregation is associated with the educational attainment trajectories of Black, White, and Hispanic students with U.S.-born parents and Hispanic children of immigrants. White students have statistically similar odds of completing trajectories through two and four-year post-secondary degrees regardless of whether they attend racially isolated White schools, majority White schools, majority minority schools or racially isolated White schools. Hispanic children of immigrants though, have greater odds of high school graduation and enrollment, but not completion, in 2 and four-year programs when they attend racially isolated White high schools relative to same ethnic/nativity peers that attend less segregated and racially isolated minority high schools. Black students in racially isolated White schools have greater odds of two-year degree completion relative to peers in less segregated and racially isolated minority schools.
Keyword(s)school race ethnicity education
Reference TypeConference proceeding
Book TitleAnnual Meeting of the Population Association of America
Series TitleEconomy, labor force, and inequality