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1982 - Segregation and Rationality in Black Status Aspiration Processes

Attribution: Hoelter, Jan W.
Researchers: Jan W. Hoelter
University Affiliation: University of Cincinnati
Email:
Research Question:
Is organizational influence (segregated vs. desegregated schooling) important for rational plans of action related to status outcomes?
Published: 1
Journal Name or Institutional Affiliation: Sociology of Education
Journal Entry: Vol. 55, No. 1, pp. 31-39
Year: 1982
Findings:
  • White high school students are most likely to develop rational plans of action toward educational and occupational attainment.
  • Segregated Black students are least likely to do so.
  • Desegregated Black students fall in between.
Keywords: AspirationsDesegregationLong Term OutcomesOutcomesSegregationRegions: MidwestMethodologies: QuantitativeResearch Designs: SurveyAnalysis Methods: ANOVA Sampling Frame:Male high school seniors
Sampling Types: NonrandomAnalysis Units: StudentData Types: Quantitative-Cross Sectional
Data Description:
  • Survey data of 12th grade male students in Louisville Public School System in 1973. Segregated black subsample- 3 high schools, 174 students Desegregated Black subsample- 104 students White subsample- 405 students
  • IV: Father occupation, father education, income, academic ability (Lorge-Thorndike Verbal Intelligence Scale), academic performance (GPA), parental influence measure, peer influence measure, perception of teacher’s evaluation
  • DV: Educational aspirations, occupational aspirations
  • LISREL and ANOVA used for analysis
Theoretical Framework:
Relevance:
Archives: K-12 Integration, Desegregation, and Segregation Abstracts
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