By Douglas S. Massey
African americans and Latinos earn decrease grades and drop out of school extra usually than whites or Asians. but thirty years after planned minority recruitment efforts begun, we nonetheless have no idea why. In The form of the River, William Bowen and Derek Bok documented the advantages of affirmative motion for minority scholars, their groups, and the state at huge. yet in addition they stumbled on that too many did not in attaining educational luck. In The resource of the River, Douglas Massey and his colleagues examine the roots of minority underperformance in selective faculties and universities. They clarify how such elements as local, family members, peer crew, and early education impression the educational functionality of scholars from differing racial and ethnic origins and differing social classes.
Drawing on an incredible new resource of data--the nationwide Longitudinal Survey of Freshmen--the authors adopt a accomplished research of the varied pathways in which whites, African american citizens, Latinos, and Asians input American greater schooling. Theirs is the 1st research to record the various features that scholars carry to campus and to track out the impact of those adjustments on later educational functionality. They convey that black and Latino scholars don't input university deprived by means of an absence of vanity. in truth, overconfidence is extra universal than low self-confidence between a few minority scholars. regardless of this, minority scholars are adversely suffering from racist stereotypes of highbrow inferiority. even supposing educational coaching is the most powerful predictor of school functionality, shortfalls in educational training are themselves mostly an issue of socioeconomic drawback and racial segregation.
Presenting vital new findings, The resource of the River records the continuing energy of race to form the lifestyles possibilities of America's teens, even one of the so much proficient and able.
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Additional resources for The Source of the River: The Social Origins of Freshmen at America's Selective Colleges and Universities
Speciﬁcally, we requested that they provide the names of two individuals who would be likely to know the student’s location if he or she were to move. Participants were encouraged to provide the names, address, and telephone numbers of close relatives or long-time friends rather than other students. The delays and barriers encountered in gaining access to students created numerous administrative problems for ISR. Delays often meant that trained interviewers were left waiting with nothing to do, and expensive laptop computers (used for CAPI) sat idle in the ﬁeld.
Each column of the table represents the grade that respondents reported earning during the fall semester, and each row represents the grade recorded by the Registrar. The diagonal percentages (highlighted in boldface) give the percentage of cases where the self-report agreed exactly with the grade recorded by the Registrar. The off-diagonal percentages indicate disagreements, with the size of the discrepancy increasing as one moves away from the diagonal cells. Those above the diagonal represent grades that were overreported by respondents; those below, grades that were underreported.
In terms of national origins, 29% of Latino freshmen were Mexican, 17% were South American, 9% were Puerto Rican, 2% were Cuban, 4% were Central American, and 1% were Dominican. Some 28% said they were of mixed origins, and the remaining 10% were in some “other” category. Since Mexicans constitute more than 60% of all Latinos nationwide, they are severely underrepresented in elite colleges and universities. In contrast, South Americans and Puerto Ricans are overrepresented. This imbalance probably reﬂects the dissimilarity between the geographic distribution of elite institutions and the geographic distribution of Latinos in the United States.