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The Impact of Community Diversity and Consolidated Inequality on Dropping Out of High School
Author(s) -
Van Dorn Richard A.,
Bowen Gary L.,
Blau Judith R.
Publication year - 2006
Publication title -
family relations
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.772
H-Index - 87
eISSN - 1741-3729
pISSN - 0197-6664
DOI - 10.1111/j.1741-3729.2006.00360.x
Subject(s) - diversity (politics) , census , inequality , ethnic group , drop out , educational inequality , demographic economics , academic achievement , longitudinal study , psychology , cultural diversity , sociology , demography , developmental psychology , economics , population , mathematics , statistics , mathematical analysis , anthropology
Data from the National Education Longitudinal Study were combined with census data at the zip code level to examine the impact of neighborhood racial and ethnic diversity and consolidated inequality, in addition to individual, family, and school factors, on the likelihood of dropping out of high school. Results indicate that while the effects for diversity and consolidated inequality did not support the stated hypotheses, main effects for family risk and prior academic achievement were significant and in the stated direction. Also, when controlling for individual, family, school, and neighborhood characteristics, African Americans were less likely than White students to drop out of school. Implications for contextual effects research and educational outcomes are discussed.