A longitudinal analysis of urban poverty: Blacks in U.S. metropolitan areas between 1970 and 1980
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Not just any path: Implications of identity-based motivation for disparities in school outcomes
2013, Economics of Education ReviewCitation Excerpt :Given the association of low socioeconomic status and low educational attainment, the question arises if the examples children see in their everyday lives at school and in their neighborhoods constrain their possible future identities (Oyserman & Markus, 1993). After all, children living in neighborhoods with high poverty and unemployment rates are unlikely to encounter many people with high education, income or occupational prestige (Adelman & Gocker, 2007; Eggers & Massey, 1992; Krivo, Peterson, Rizzo, & Reynolds, 1998; Wilson, 1996) and African American and Latino children are disproportionately likely to live in such neighborhoods (Wallace & Muroff, 2002). It is clear that seemingly small features of children's immediate context matters, for example classroom composition influences school-focused aspirations, with aspirations of boys and girls rising in years with more girls in the classroom (Sund, 2009).
Structural theory and relative poverty in rich Western democracies, 1969-2000
2006, Research in Social Stratification and MobilityHow to achieve racial accommodation by the year 2068
1996, Social Science Research13. Structural racism and community health: A theory-driven model for identity intervention
2002, Advances in Education in Diverse Communities: Research, Policy and PraxisAfter poverty reduction: trajectories of U.S. urban neighborhoods that escaped high poverty during the 1990s
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