Why Segregation Matters: Poverty and Educational Inequality

By G. Orfield, Chungmei Lee. 2005

673 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/6eec5fcfd047cd897ddd99ab72a1e496d2b2a076

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Citations in the corpus

The Significance of Relationships: Academic Engagement and Achievement among Newcomer Immigrant Youth (2009, background): “Further, although the more privileged middle-class White American student may be able to take a misstep in his or her education and recover in later years, students of color (who make up 80% of immigrant students) are far less likely to be able to recover (Orfield & Lee, 2005).”
Adverse childhood experiences and life opportunities: Shifting the narrative (2017, background): “…why schools with higher rates of low-income students have higher teacher turnover rates and a higher proportion of teachers not teaching in their area of certification (Orfield & Lee, 2005), larger classroom sizes (Condron & Roscigno, 2003), and poor facilities (Branham, 2004), among other impacts.”
Our Impoverished View of Educational Research. (2006, background): “Orfield and Lee (2005) in their recent report on school segregation make clear how race and schooling are bound together, as is shown in Table 6.”
The Sociology of Discrimination: Racial Discrimination in Employment, Housing, Credit, and Consumer Markets. (2008, background): “…based on local property taxes, the broader resources of schools in poor neighborhoods are substantially limited: Teachers in poor and minority schools are likely to have less experience, shorter tenure, and emergency credentials rather than official teaching certifications (Orfield & Lee 2005).”
Attitudes Toward Diversity and the School Choice Process (2013, background): “Specifically, racial segregation tends to go hand-in-hand with socioeconomic segregation: nearly 9 out of 10 high minority schools are also high poverty schools (Orfield & Lee, 2005, p. 16).”
Gifted Black Males: Understanding and Decreasing Barriers to Achievement and Identity (2009, background): “Yet, ample data indicate that educators often have lower expectations for Black students (especially males) than for other students (e.g., Kozol, 1991, 2005; Orfield & Lee, 2005).”
Segregating Arizona's English Learners: A Return to the “Mexican Room”? (2012, background): “Schools serving low income and segregated neighborhoods have been shown to provide fewer rigorous college preparatory and honors courses than schools in more affluent communities that serve primarily populations of white and Asian students (Orfield & Lee, 2005; Orfield, 1996).”
Does Socioeconomic Diversity Make a Difference? Examining the Effects of Racial and Socioeconomic Diversity on the Campus Climate for Diversity (2013, background): “White students from lower socioeconomic backgrounds overall are more likely to have attended racially diverse high schools (Orfield & Lee, 2005), an experience associated with higher rates of positive CRI during college (Hall et al., 2011; Locks et al., 2008; Milem et al., 2004; Sáenz, 2010).”