Bennett Pamela R
Department of Sociology, Johns Hopkins University.
Soc Sci Res. 2011 Jul;40(4):1124-1141. doi: 10.1016/j.ssresearch.2011.04.001.
Relatively few studies examine the relationship between racial residential segregation and educational or cognitive outcomes. Using data from the National Longitudinal Study of Adolescent Health and the institutional resources model of neighborhood effects, I investigate one account of how macrostructural arrangements between race, neighborhood segregation, and school quality interact to produce inequalities in test scores. Consistent with the institutional resources model, results suggest that school quality varies across neighborhoods based, in part, on their degree of racial concentration. Indeed, school quality and other school characteristics mediate the relationship between racial concentration and verbal skills, particularly among black males. These findings have implications not only for inequalities in cognitive skills among blacks across residential space, but also between blacks and whites given high levels of residential segregation in the United States. In sum, findings illustrate yet another way in which residential segregation contributes to, and not merely reflects, racial inequalities.
相对较少的研究考察种族居住隔离与教育或认知结果之间的关系。利用青少年健康全国纵向研究的数据以及邻里效应的机构资源模型，我探究了一种关于种族、邻里隔离和学校质量之间的宏观结构安排如何相互作用以产生考试成绩不平等的解释。与机构资源模型一致，结果表明学校质量在不同邻里之间存在差异，部分原因在于它们的种族集中程度。确实，学校质量和其他学校特征在种族集中与语言技能之间的关系中起中介作用，尤其是在黑人男性中。这些发现不仅对居住空间中黑人之间认知技能的不平等有影响，鉴于美国高度的居住隔离，对黑人和白人之间的不平等也有影响。总之，研究结果说明了居住隔离促成种族不平等的另一种方式，而不仅仅是反映种族不平等。
