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American Law and Economics Review Advance Access originally published online on July 12, 2006
American Law and Economics Review 2006 8(2):390-409; doi:10.1093/aler/ahl005
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© The Author 2006. Published by Oxford University Press on behalf of the American Law and Economics Association. All rights reserved. For permissions, please e-mail: journals.permissions@oxfordjournals.org

Social Background and Academic Performance Differentials: White and Minority Students at Selective Colleges

Douglas S. Massey

Princeton University

Send correspondence to: Douglas S. Massey, Office of Population Research, Princeton University, Wallace Hall, Princeton, NJ 08544; E-mail: dmassey{at}princeton.edu.

This article uses the National Longitudinal Survey of Freshmen (NLSF) to study the continuing consequences of segregation. Data show that minority students from segregated backgrounds attended substandard schools, received lower quality instruction, were exposed to higher levels of disorder and violence, and were less prepared socially for campus life. Minority students also experience higher levels of stress within their social networks while at college. Operating through these intervening variables, segregation significantly depresses minority academic achievement.


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