From the Ghetto to the Ivory Tower: Gendered Effects of Segregation on Elite-College Completion.

GENDER differences (Psychology) in children; GENDER differences (Psychology); SEGREGATION in education; SCHOOL integration; SOCIALIZATION; SOCIAL influence; RATING of college students

Objectives. To explore the continuing consequences of segregation for students in elite colleges and test whether male and female students experience the effects of segregation in different ways. Methods. Data from the National Longitudinal Survey of Freshmen (NLSF, 1999–2003) are used to predict the odds of elite-college graduation separately by gender. Theories on childhood gender socialization are addressed using OLS and logistic regression models to test for gendered pathways through which childhood segregation affects the likelihood of college graduation. Results. Males are exposed to higher levels of violence and disorder than females throughout childhood, and the gender gap in exposure grows as levels of segregation increase. The effect of segregation and its sequella on academic performance, however, appears to operate through different channels for males and females. Females experience significant negative effects of ongoing family stress, whereas males at elite colleges do not. Academic preparation, operating through college GPA, remains the single biggest factor affecting the likelihood of college graduation, although the strength of association is greater for males. Conclusions. Growing up in racially segregated environments affects long-term educational outcomes in ways that are not gender neutral. Despite having reached the “ivory tower,” females and males continue to experience the effects of segregation, although in different ways and degrees. [ABSTRACT FROM AUTHOR]

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