Assessing Neighborhood Racial Segregation and Macroeconomic Effects in the Education of African Americans

Autor/in	Johnson, Odis, Jr.
Titel	Assessing Neighborhood Racial Segregation and Macroeconomic Effects in the Education of African Americans
Quelle	In: Review of Educational Research, 80 (2010) 4, S.527-575 (49 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-6543
DOI	10.3102/0034654310377210
Schlagwörter	African American Students; Neighborhoods; Racial Segregation; Macroeconomics; Economic Impact; African American Education; Academic Achievement; Disadvantaged Environment; Relocation; Social Influences; Literature Reviews; Educational Research; Social Class; Place of Residence; Schematic Studies; Performance Factors; Predictor Variables + Suchen Sie Ihr Suchwort? African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Neighbourhoods; Nachbarschaft; Rassentrennung; Makroökonomie; Ökonomische Determinanten; Schulleistung; Umsetzung; Sozialer Einfluss; Bildungsforschung; Pädagogische Forschung; Social classes; Soziale Klasse; Wohnort; Schematheorie; Leistungsindikator; Prädiktor
Abstract	The "underclass" debate of the 1980s often concerned the relative importance of neighborhood racial and economic isolation to the educational challenges facing many African Americans. This review organizes the neighborhood effects research that has emerged since that time according to these differing perspectives. The review's triangulated approach assesses (a) the association of a neighborhood's racial segregation and low level of economic resources to less academic success, (b) whether certain neighborhood social processes lower children's educational performance, and (c) if residential opportunity leads to improvements in educational performance after children leave impoverished and segregated neighborhoods for integrated and middle-class areas. The analysis reveals that the education of African Americans appears less affected by neighborhood conditions than the two perspectives suggest, at least as they are currently conceptualized and measured. The results are contextualized with the author's identification of areas in the field where more research is needed, the problems and promise associated with particular analytical strategies, and other social, school-based, and human development dynamics that complicate the estimation of neighborhood influences in education. (Contains 7 notes, 5 tables, and 1 figure.) (As Provided).
Anmerkungen	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
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10