ERIC Number: ED183704
Record Type: RIE
Publication Date: 1979-Oct
Reference Count: 0
The Perpetuation of Segregation Across Levels of Education: A Behavioral Assessment of the Contact Hypothesis.
Braddock, Jomills Henry, II
Using data from a survey of 265 randomly selected black students attending two predominantly black and two predominantly white colleges in Florida, this study examines the hypothesis that black students who attend desegregated high schools are more likely to attend desegregated colleges. Sex and social class as background variables along with schooling and achievement factors (high school racial composition and grade-point average) and college inducements (academic reputation, financial aid, low cost) are linked in a causal model to the predominant racial type of the college attended. The results indicate that choice of a desegregated college (predominantly white college) depends on various types of antecedents; however, desegregation practice--the experience of having attended a desegregated high school--manifests some of the largest direct and total effects among the total set of predetermined variables in the model. Only grade-point average and college cost show larger total and unmediated effects. Implications for school desegregation policy are considered. (Author)
Descriptors: Adjustment (to Environment), Black Students, College Choice, College Desegregation, Desegregation Methods, Educational Background, Experience, Grade Point Average, Higher Education, Institutional Characteristics, Racial Integration, School Desegregation, Sex (Characteristics), Socioeconomic Background, Student Attitudes
Publication Type: Reports - Research
Education Level: N/A
Sponsor: National Inst. of Education (DHEW), Washington, DC.
Authoring Institution: Johns Hopkins Univ., Baltimore, MD. Center for Social Organization of Schools.