Teachers College Record: Volume 112, Number 6 (2010)

Volume 112, Number 6 (2010)

Race and Cultural Flexibility among Students in Different Multiracial Schools

by Prudence L. Carter

This article examines the difference in cultural flexibility, or the propensity to move across different cultural and social peer groups and environments, between black and white students enrolled in either majority-minority or majority-white schools. Results show associations among race, self-esteem, academic and extracurricular placement, and cultural flexibility by school context.

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Abstract

Social Reproduction of Inequality: The Racial Composition of Feeder Schools to the University of California

by Robert Teranishi & Tara L. Parker

This study responds to a critical need for research that provides an evidentiary basis for policy, law, and social change. The premise for the current study is to provide new perspectives for understanding problems in California that policy and practices can target to improve educational opportunities and outcomes in the state. Whereas previous studies have been interested in the factors associated with attending either the University of California as a whole or a specific campus within the UC system, this study takes one step further by examining the extent to which both the UC system and individual UC campuses enroll first-time freshman from high schools that vary by racial composition.

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Learning Apart, Living Apart: How the Racial and Ethnic Segregation of Schools and Colleges Perpetuates Residential Segregation

by Pat Rubio Goldsmith

Despite a powerful civil rights movement and legislation barring discrimination in housing markets, residential neighborhoods remain racially segregated. To a considerable extent, residential segregation is perpetuated across generations: people who grow up in segregated neighborhoods tend to also live in them as adults. I examine whether segregation in schools and colleges contributes to the intergenerational transmission of residential locations in terms of racial composition.

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Social Isolation and Social Cohesion: The Effects of K–12 Neighborhood and School Segregation on Intergroup Orientations

by Jomills Henry Braddock II & Amaryllis Del Carmen Gonzalez

This study examines the relationship between social cohesion and social isolation at the institutional level in schools and neighborhoods using data from the National Longitudinal Survey of Freshmen.

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Long-Term Correlates of High School Racial Composition: Perpetuation Theory Reexamined

by Elizabeth Stearns

This article applies perpetuation theory to the study of workplace racial isolation. Findings suggest that exposure to other racial groups in high school for African American and White students reduces their racial isolation in the workplace in the years following high school.

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Children of Immigrants and Educational Expectations: The Roles of School Composition

by Ryan Wells

This article explores the effect that the proportion of children of immigrants in a school has on all students’ expectations and examines the differential effects of school composition on the expectations of children of immigrants as compared with nonimmigrants.

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After Seattle: Social Science Research and Narrowly Tailored School Desegregation Plans

by David J. Armor & Stephanie Duck O'Neill

The article discusses Justice Kennedy’s unique views in the Seattle school desegregation decision and tries to clarify the relationship between social science evidence on desegregation benefits and the requirements of narrowly tailored remedies.

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Abstract