Does Higher Socioeconomic Status Increase Contact Between Minorities and Whites? An Examination of Interracial Romantic Relationships Among Adolescents*

Objectives. We examine how socioeconomic status of white, black, Hispanic, and Asian adolescents affects their likelihood of dating across racial lines and the racial characteristics of their romantic partners. Methods. We analyze data nationally representative sample of adolescents in 1994–1995 using logistic regression models. Results. Socioeconomic status has little effect on whether adolescents choose an interracial partner except in the case of Hispanics. However, higher socioeconomic status blacks and Asians who interracially date are more likely to have white partners than their SES counterparts. Conclusion. Although social class does not increase the odds of interracial contact, it does increase contact with whites compared to other groups for blacks and Asians.     

School Context and the Effect of ESL Placement on Mexican‐Origin Adolescents' Achievement*

Objectives. Immigrant adolescents' academic achievement is crucial to our future economic stability, and Mexican‐origin linguistic minority youth in U.S. schools generally demonstrate lower levels of achievement. English as a Second Language (ESL) programs provide an institutional response to these students' needs, the effect of which may vary by the proportion of immigrant students in the school. Measures. Using propensity score matching and data from the Adolescent Health and Academic Achievement Study (AHAA) and the National Longitudinal Study of Adolescent Health (Add Health), we estimate the effect of ESL placement on Mexican‐origin achievement for first‐, second‐, and third‐generation adolescents separately in schools with many and few immigrant students. Results. The estimated effect of ESL placement varies by both immigrant concentration in the school and by students' generational status. Conclusions. We find that ESL enrollment may be protective for second‐generation Mexican‐origin adolescents in high immigrant concentration schools, and may prove detrimental for first‐generation adolescents in contexts with few other immigrant students.     

The Roles of Parenting Styles and Social Capital in the School Performance of Immigrant Asian and Hispanic Adolescents*

Objective. This study investigates the role of parenting styles and social capital (parental involvement, intergenerational closure, expectation, and trust) in accounting for school performance among ethnic groups and across immigrant generations. Methods. Using data from the Adolescent Health Survey, we estimate fixed‐effects models to analyze students' grade‐point averages. We compare three generations of Asian students and three generations of Hispanic students to the third‐generation (native born with native parents) white students. Results. We find significant differences by both race/ethnicity and generational status in parenting styles and forms of social capital. However, while family socioeconomic status (SES) accounts for the achievement gap between foreign‐born Hispanic and the third‐generation white students, parenting styles and forms of social capital do not moderate any ethnic‐generational differences. Conclusions. Family influences, apart from SES, cannot explain ethnicity‐generation differences in school grades among Hispanic and Asian adolescents. This study provides conceptual clarification and empirical evidence for the significant but independent association between students' school grades and parenting styles on the one hand, and social capital on the other.     

Rational choice and out-of-wedlock births among African American females: The influence of AFDC and unemployment

What are the factors that influence out-of-wedlock births among African-American females? Conservatives argue that generous welfare benefits are responsible for the large number of black out-of-wedlock births. Liberals often attribute black out-of-wedlock births to high unemployment rates among black males. Using statelevel data, I employ ordinary least-squares regression analysis to test both the welfare and unemployment arguments, and find that neither variable is significantly related to black out-of-wedlock births. Also, by applying the identical model to white out-of-wedlock births, I find that white and black out-of-wedlock births are affected by different factors.     

Residential Patterns of Black Immigrants and Native‐Born Blacks in the United States*

Objective. Although high levels of black‐white residential segregation have long been observed, relatively little is known about the residential patterns of black immigrants. This analysis examines the role of nativity and Hispanic ethnicity for the residential patterns of blacks in the United States. Methods. This article uses data from the 2000 Census to calculate dissimilarity indexes and conduct regression analyses. Results. We find differences in the extent of segregation of blacks from whites, with Hispanic blacks and non‐Hispanic black immigrants exhibiting higher levels of segregation from whites than U.S.‐born non‐Hispanic blacks. Conclusions. The strength of nativity and socioeconomic status provides some support for spatial assimilation theory. Metropolitan context also plays a role in explaining residential patterns: one reason foreign and Hispanic blacks are very segregated from whites is that they tend to reside in metropolitan areas where black‐white segregation has generally been high. Despite the role of these factors, race itself remains of great importance in explaining residential patterns, as segregation from whites is high among all black subgroups.     

The SAT II: Minority/Majority Test‐Score Gaps and What They Could Mean for College Admissions*

Objective. Although most colleges and universities do not currently use SAT II subject tests to make admissions decisions, changing sentiment against aptitude tests could lead to more widespread use of the SAT II. This study examines score gaps on the SAT II between white and minority students. Methods. Using data from the Texas Schools Microdata Panel, I estimate the influence of race/ethnicity on SAT II writing scores after controlling for sample selection. Results. This study shows that although the average white student performs better than the average minority student on the SAT II writing exam, Asian and black students outperform white students when controlling for academic performance, family background, and high school fixed effects, while allowing different returns to characteristics. Conclusions. These score gaps reverse only if the average minority student is given the same characteristics as the average white student. Unequal incomes and educational environments virtually ensure these score gaps will endure well into the future.     

Adolescents' Time Use and Academic Achievement: A Test of the Reproduction and Mobility Models*

Objectives. Following up on Bourdieu's (1973) model of reproduction and DiMaggio's (1982) model of mobility, I determine whether there are socioeconomic differences in the academic benefits provided by adolescents' use of free time. Methods. I analyze the associations that students' uses of time have with mathematics achievement test scores and grade point averages, using data from the Educational Longitudinal Study of 2002 and OLS regression models. Results. Time spent on school‐sponsored activities is associated with improved math test scores, while time spent on social activities is negatively associated with them. School activities are more beneficial for students in the bottom SES quartile than in the top two SES quartiles. Conclusions. Limited support is found for the mobility model; however, lower‐SES students are more likely to engage in activities such as television watching and videogame playing that are associated with lower test scores and grades, and higher‐SES students are more likely to participate in beneficial school‐sponsored activities.     

Parental job loss and children's educational attainment in black and white middle-class families

Objectives. We aim to understand why blacks are significantly less likely than whites to perpetuate their middle-class status across generations. To do so, we focus on the potentially different associations between parental job loss and youth's educational attainment in black and white middle-class families.Methods. We use data from the Panel Study of Income Dynamics (PSID), following those children “born” into the survey between 1968 and 1979 and followed through age 21. We conduct multivariate regression analyses to test the association between parental job loss during childhood and youth's educational attainment by age 21.Results. We find that parental job loss is associated with a lesser likelihood of obtaining any postsecondary education for all offspring, but that the association for blacks is almost three times as strong. A substantial share of the differential impact of job loss on black and white middle-class youth is explained by race differences in household wealth, long-run measures of family income, and, especially, parental experience of long-term unemployment.Conclusions. These findings highlight the fragile economic foundation of the black middle class and suggest that intergenerational persistence of class status in this population may be highly dependent on the avoidance of common economic shocks.     

Children in Female-Headed Families

Census data on black and white children in female-headed and two-parent families in California are examined. Contextual analysis, extended through a recently developed application of regression analysis, is used to separate the group, or ecological, from the individual level effects of race. It is concluded that, for the most part, individual level effects account for female-headed families among whites but that the interaction between child's race and the racial composition of the county is responsible for the increasing difference between blacks and whites in the proportion of children in female-headed families as the proportion of black children increases.     

Do cultural orientations moderate the relation between Chinese adolescents’ shyness and depressive symptoms? It depends on their academic achievement

We examined the moderating roles of individualistic and collectivistic cultural orientations and academic achievement on the relation between Chinese adolescents’ shyness and depressive symptoms. A sample of Chinese adolescents (N = 492) from an urban school participated in the study during seventh (T1) and eighth (T2) grades. Adolescents self‐reported their shyness, cultural orientations, and depressive symptoms. The school provided records of their academic achievement. Concurrently, shyness and individualism were positively whereas collectivism and academic achievement were negatively, associated with adolescents’ depressive symptoms. Longitudinally, T1 shyness (but not individualism, collectivism, or academic achievement) predicted T2 depressive symptoms after controlling for stability in depressive symptoms. Concurrent relations between shyness and depressive symptoms were moderated by adolescents’ cultural orientations. Specifically, collectivism was protective whereas individualism was harmful, for shy adolescents’ adjustment. Furthermore, collectivism and academic achievement jointly moderated the relations between shyness and depressive symptoms concurrently and longitudinally. The results suggest that cultural orientations may influence shy adolescents’ depression symptoms through individual‐level self‐evaluation, and indicate that cultural factors and academic achievement need to be considered comprehensively for understanding and improving shy Chinese adolescents’ psychological adjustment.     

Adolescent Perceptions of Appropriate Parental Reactions in Moral and Conventional Social Domains

Research suggests that adolescents' ratings of the appropriateness of parental reactions are influenced by several constructs, including adolescents' perceptions of the type of parental reaction, the emotions felt by the adolescent and parental intentions. However, little is known regarding how these constructs are differentially predictive of appropriateness in different socialization contexts. One hundred and twenty‐two adolescents (mean age = 16.87 years) answered questions regarding past situations in antisocial and prosocial contexts, and in moral and conventional domains. Different parental reactions were reported across moral and conventional domains. In addition, the appropriateness of parental responses varied across domain. Namely, in antisocial contexts, parental responses of yelling and punishing were seen as more appropriate in moral than conventional domains. In prosocial contexts, no action from the parent was seen as less appropriate in conventional than moral domains. In addition, adolescents' perceptions were more strongly associated with adolescents' ratings of appropriateness in conventional than moral social domains. These findings highlight the importance of considering both moral context and social domain when examining adolescents' perceptions of appropriate parental reactions and internalization of values.     

The Neighborhood Contexts in Which Low‐Income Families Navigate Welfare Reform: Evidence from the Three‐City Study*

Objectives. We investigate the neighborhood contexts in which low‐income families negotiate welfare reform. Methods. Using data from the Three‐City Study and U.S. Census, we follow 1,059 low‐income women from 1999 to 2005 tracking their neighborhood quality, employment, and welfare use. We evaluate whether improvements in residential contexts facilitate transitions to economic self‐sufficiency, but also test the reverse possibility. Results. Despite living in similar neighborhoods in 1999, women who left welfare experienced larger reductions in neighborhood disadvantage than women who remained on welfare. Likewise, women who left welfare with employment achieved larger increases in neighborhood quality than those who left welfare without work; the latter experiencing neighborhood change no different than those who stayed on welfare. Conclusions. Neighborhood conditions are, at minimum, associated with welfare outcomes. Findings suggest that neighborhood quality increases after women leave welfare, though we cannot reject the possibility that better neighborhoods lead to better welfare outcomes.     

Morality Politics vs. Political Economy: The Case of School-Based Health Centers

Objective . Scholars continue to debate whether morally charged political issues constitute a distinct type of policy question or produce essentially the same political dynamic as public controversies lacking an overt moral dimension. The debate will not be resolved until scholars test the determinants of putative morality policies with predictors drawn both from morality politics theory and from the socioeconomic factors that account for the distribution of many other public policies. This study reports such a test. Methods . We analyze data from our national survey of directors of school-based health centers. We use ordinary least squares regression models to predict the level of reproductive health care services provided to adolescents. Results . Service levels were influenced not only by cultural considerations, as morality politics theory would anticipate, but also by the same socioeconomic forces that account for policy levels in other domains. Conclusions . Policy for morality issues appears different from that for nonmorality issues but less distinctive than commonly imagined.     

The Interaction of Race and Gender: Changing Gender‐Role Attitudes, 1974–2006*

Objective. The purpose of this article is to assess over‐time trends in the interactive effects of gender and race on attitudes toward the changing roles of women in U.S. society. Methods. This article uses data from the 1974–2006 General Social Survey. Gender‐role attitudes are measured using two composite indices of traditionalism. Results. We find black females tend to hold less traditional gender‐role attitudes than their black male, white male, and white female counterparts. Black and white males tend to hold similar attitudes toward women entering politics, but differ significantly in their attitudes toward women working outside the home and its impact on children. Assessing over‐time trends, we find the difference between black females and the other social groups to be generally diminishing. This convergence is more pronounced for white and black females. The difference in attitudes toward women entering politics between black females and white males, on the other hand, appears to be maintaining over time. Conclusions. These findings support the idea that the labor force participation for women may have provided the groundwork for the evolution of attitudes for men and women. As white women in particular increase participation in the workforce, ideologies regarding the place of women in U.S. society have shifted.     

Immigration from Mexico into the Math/Science Pipeline in American Education*

Objectives. The purpose of this study was to explore generational differences in math/science enrollment and achievement among Mexican‐American students and the role of family and school contexts in these differences. Methods. We applied survey regression techniques to data from 12,020 adolescents in the National Longitudinal Study of Adolescent Health. Results. Native‐born Mexican‐American students had lower math/science enrollment than their peers, especially after differences in family and school contexts were taken into account. Mexican‐American immigrants had lower achievement when enrolled in such classes, but this was explained by their greater level of family and school disadvantages. Conclusions. Persistence and success in the math/science pipeline, a mechanism of social mobility in the modern economy, would likely be enhanced in the fast‐growing population of Mexican‐American students by improvements in family resources and school organization.     

Schools and Educational Outcomes: What Causes the “Race Gap” in Student Test Scores?*

Objective. African‐American and Hispanic students often have lower test scores than white students at all levels of education. In this article, we examine whether school factors impact racial groups differentially, helping reduce the test score gaps, and whether school policies benefit one racial group at the expense of another. Methods. The data is individual‐level data from a school district in California. Multivariate analysis (FGLS) is used to study the effect of school factors and race on test scores, after controlling for individual and school attributes. Results. School factors have a small differential effect by race on test scores. The school policies that have a positive influence on minorities' scores often involve an environment where closer attention is paid to the needs of students. Conclusion. Most school policies have a small effect on test scores, impacting all racial groups in a similar manner, without redistributing benefits across groups.     

A Mixed Methods Examination of Adolescents' Reports of the Values Emphasized in Their Families

Building on value socialization and personal values theories, this study examined adolescents' open‐ended reports of the values their families emphasize. Based on open‐ended reports of an ethnically and socioeconomically diverse sample of adolescents, we described adolescent‐reported familial values using qualitative and cluster analysis techniques. Adolescents' open‐ended responses about the values held by their families were coded using a prominent circumplex value model, and values largely, but not completely, aligned with this model. Using person‐oriented cluster analysis on the coded data, seven distinct value clusters were identified that captured various sets of values that adolescents hear from families. Several demographic differences emerged among the clusters, and mean differences by familial value cluster were found for adolescents' close‐ended reports of values of helping others and religiosity. Results suggest that adolescents are able to articulate values emphasized in their families in ways that fit a universal structure of values; these values are related in meaningful ways to the values that they themselves want to live by.     

Private and Public Displays of Affection Among Interracial and Intra‐Racial Adolescent Couples*

Objective. This article examines variation in displays of affection between interracial and intra‐racial adolescent couples. Method. Using the National Longitudinal Study of Adolescent Health (Add Health), a nationally representative sample of adolescents in the United States, we estimate hierarchical linear models to compare characteristics of interracial and intra‐racial relationships among white, African‐American, Hispanic, Asian American, and Native American adolescents. In our comparisons we highlight three dimensions of relationship attributes: public display, private display, and intimate physical contact. Results. Our findings suggest that interracial couples are less likely than intra‐racial couples to exhibit public and private displays of affection, but are not different from intra‐racial couples in intimate displays of affection. Conclusions. Social barriers against interracial dating still exist such that even though interracial couples are similar to intra‐racial couples in their levels of intimacy in private, they are less comfortable displaying their feelings in public.     

New Destinations? Assessing the Post‐migration Social Mobility of Minority Ethnic Groups in England and Wales

This paper considers the roles of migration and group‐specific ethnic penalties in minority groups’ life chances. In relation to existing knowledge of extensive diversity between ethnic groups, and outlining a range of frameworks within which to understand that diversity, the paper first explores the relationship of class origins to parental educational and economic assets for three groups of migrant parentage and a comparison white non‐migrant group. Second, the paper investigates for the different ethnic groups how the probability of having a professional or managerial class outcome is influenced by class origins and by the educational achievements of the “second generation”. Analysis is based on the ONS Longitudinal Study, which enables the study members to be tracked from 1971, when they were children living with their parents, to their own social class outcomes in 1991 and 2001. Because processes of occupational achievement may take different lengths of time for different groups, occupational outcomes are modelled in both 1991 and 2001, and also outcomes in 2001 conditional on position in 1991. The paper shows that there is evidence of differential processes operating for different ethnic groups that go beyond their class background, but which cannot be attributed to discrimination operating equally against all minority groups.     

Teacher‐Student Racial Congruence,Teacher Perceptions,and Test Performance*

Objective. This research explores the seldom‐addressed question of whether teacher‐student racial congruence conditions the impact of teacher perceptions on performance. Methods. Multipopulation LISREL models (utilizing data from the NELS) compare the effect of white teachers' perceptions on African‐American standardized test performance to the corresponding effect among white students. Parallel models compare the impact of African‐American teacher perceptions across races. Preliminary models gauge whether the match/mismatch of teacher's and student's race shapes teacher perceptions of African‐American and white students. Results. The impact of teachers' perceptions on test performance shows signs of being especially pronounced in the racially dissonant white teacher‐black student context—the very context where teacher perceptions seem especially likely to be unfavorable. Conclusions. This research provides new insight on the relevance of teacher perceptions to the black‐white performance gap. Racial congruence seems primarily consequential to African‐American test performance—shaping both teacher perceptions and (somewhat less so) the impact of such perceptions on performance.