The impact of neighborhood disadvantage on the black-white achievement gap

Moo Sung Lee, Na'im MADYUN

Research output: Contribution to journalArticle

Abstract

Contextual analysis of the achievement gap has gained much momentum within the last few decades. This study furthers the discourse by examining the applicability of 2 sociological contextual development approaches on achievement. We analyzed 79 neighborhoods organized by the level of crime and poverty from both a social disorganization and social mobilization perspective. We found that the social mobilization perspective was more consistent with the experiences of Black students, whereas social disorganization theory better explained White achievement outcomes. The findings also suggest that White students in disadvantaged neighborhoods might be a grossly overlooked at-risk group. (Contains 4 tables, 1 figure and 5 footnotes.)
Original languageEnglish
Pages (from-to)148-169
Number of pages22
JournalJournal of Education for Students Placed at Risk
Volume14
Issue number2
Publication statusPublished - 2009
Externally publishedYes

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title = "The impact of neighborhood disadvantage on the black-white achievement gap",
abstract = "Contextual analysis of the achievement gap has gained much momentum within the last few decades. This study furthers the discourse by examining the applicability of 2 sociological contextual development approaches on achievement. We analyzed 79 neighborhoods organized by the level of crime and poverty from both a social disorganization and social mobilization perspective. We found that the social mobilization perspective was more consistent with the experiences of Black students, whereas social disorganization theory better explained White achievement outcomes. The findings also suggest that White students in disadvantaged neighborhoods might be a grossly overlooked at-risk group. (Contains 4 tables, 1 figure and 5 footnotes.)",
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The impact of neighborhood disadvantage on the black-white achievement gap. / Lee, Moo Sung; MADYUN, Na'im.

In: Journal of Education for Students Placed at Risk, Vol. 14, No. 2, 2009, p. 148-169.

Research output: Contribution to journalArticle

TY - JOUR

T1 - The impact of neighborhood disadvantage on the black-white achievement gap

AU - Lee, Moo Sung

AU - MADYUN, Na'im

PY - 2009

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AB - Contextual analysis of the achievement gap has gained much momentum within the last few decades. This study furthers the discourse by examining the applicability of 2 sociological contextual development approaches on achievement. We analyzed 79 neighborhoods organized by the level of crime and poverty from both a social disorganization and social mobilization perspective. We found that the social mobilization perspective was more consistent with the experiences of Black students, whereas social disorganization theory better explained White achievement outcomes. The findings also suggest that White students in disadvantaged neighborhoods might be a grossly overlooked at-risk group. (Contains 4 tables, 1 figure and 5 footnotes.)

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KW - White Students

KW - Achievement Gap

KW - Disadvantaged Environment

KW - Social Influences

KW - Racial Differences

KW - African American Students

KW - Community Characteristics

KW - Social Theories

KW - Achievement Tests

KW - Crime

KW - Lunch Programs

KW - Predictor Variables

KW - Statistical Analysis

M3 - Article

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JO - Journal of Education for Students Placed at Risk

JF - Journal of Education for Students Placed at Risk

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