Examining the Relationship Between School Racial Integration and Prestige of Postsecondary Educational Institutions: A Test of Perpetuation Theory

• In Event: Roundtable Session 32
  In Roundtable Session: Educational Policies Pursuing Equal Opportunity

Abstract

Perpetuation theory maintains that exposure to integrated settings during earlier years may change how students behave and make choices that would otherwise perpetuate segregation. Because the type of college students attend impacts further educational attainment, occupation, and earnings, the relationship between school integration and post-secondary prestige is vital. The direct relationship between level of integration in students’ schools and the prestige associated with their post-secondary educational choices has been understudied. Within the context of one school district, we ask whether or not the degree of racial integration in schools is related to the prestige of their post-secondary educational choices. We preliminarily find a positive relationship. Findings suggest important implications for education policies that promote integration.

Authors

• Leila Nielsen, Brigham Young University

• Kristie J.R. Phillips, Brigham Young University