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ERIC Number: EJ924347
Record Type: Journal
Publication Date: 2011-Jun
Pages: 28
Abstractor: As Provided
Reference Count: 58
ISBN: N/A
ISSN: ISSN-0002-8312
Coleman Revisited: School Segregation, Peers, and Frog Ponds
Goldsmith, Pat Rubio
American Educational Research Journal, v48 n3 p508-535 Jun 2011
Students from minority segregated schools tend to achieve and attain less than similar students from White segregated schools. This study examines whether peer effects can explain this relationship using normative models and frog-pond models. Normative models (where peers become alike) suggest that minority schoolmates are a liability. Frog-pond models (where students benefit from recognition) suggest that minority schoolmates are an asset. Data from the National Educational Longitudinal Study and the Census show that students from minority-concentrated schools attain less education in the long run than students from White-concentrated schools net of many covariates. Both normative processes and frog-pond processes (especially from class rank) help explain attainment, but they tend to cancel each other out and make the net effect of peers in minority and white concentrated schools small. (Contains 6 notes, 4 tables and 1 figure.)
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Grade 8
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A