The Reciprocal Relationship Between School and Residential Diversity: A New Conceptualization of Perpetuation Theory

• In Event: 31.084 - Dimensions of Educational Stratification

Abstract

Utilizing longitudinal data from Jefferson County Public Schools (JCPS), this study seeks to provide further understanding of the reciprocal relationship between school and residential diversity through a new conceptualization of perpetuation theory. We specifically test whether exposure to higher levels of diversity in high schools is associated with students living in more ethnically diverse neighborhoods thirteen years after high school and whether this association differs based on students’ race. Using hierarchical cross-classified models, we find that exposure to higher levels of diversity in high schools is associated with students living in more ethnically diverse neighborhoods thirteen years after high school and that the effect associated with the ethnic diversity of students’ schools is similar for all groups of students.

Authors

• Kristie J. Rowley, Brigham Young University

• Shelby M. McNeill, Brigham Young University