Coleman Revisited

  title={Coleman Revisited},
  author={Pat Rubio Goldsmith},
  journal={American Educational Research Journal},
  pages={508 - 535}
  • P. Goldsmith
  • Published 1 June 2011
  • Education, Law
  • American Educational Research Journal
Students from minority segregated schools tend to achieve and attain less than similar students from White segregated schools. This study examines whether peer effects can explain this relationship using normative models and frog-pond models. Normative models (where peers become alike) suggest that minority schoolmates are a liability. Frog-pond models (where students benefit from recognition) suggest that minority schoolmates are an asset. Data from the National Educational Longitudinal Study… 

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