Annotated Bibliography #1

Schools Or Neighborhoods or Both? Race And Ethnic Segregation and Educational Attainment.
Goldsmith, P. R. (2009). Schools or Neighborhoods or Both? Race and Ethnic Segregation and
Educational Attainment. Social Forces, 87(4), 1913–1941.
http://www.jstor.org/stable/40345003.

Goldsmith of the University of Wisconsin-Milwaukee did a longitudinal research study

on how students who live in segregated and redlined regions struggle with scholastic success.
Goldsmith defined educational attainment as the highest level of education obtained, such as a
high school diploma or a bachelor's degree. According to Goldsmith's research, students in
mostly black/Latino high schools were less likely than those in predominantly white high schools
to receive a high school diploma before the age of twenty-six. To comprehend redlining, we
must accept that these communities house a disproportionate number of POC and lower-income
households. Because of the lack of taxes that go into neighborhoods, according to Goldsmith,
also has an impact on school quality. Intended readers of this article should include students,
outreach counselors, parents, and teachers. If you want to learn more about the specifics of
funding in neighborhoods and their impacts on education, read Pearcy’s article The Most
Insidious Legacy" Teaching About Redlining and The Impact Of Racial Residential Segregation,
annotated by Kristen Abe.

Stevens, C., Liu, C. H., Chen, J. A. (2018). Racial/ethnic disparities in US college students’
experience: Discrimination as an impediment to academic performance. Journal of American
College Health, 66(7), 665–673. https://doi.org/10.1080/07448481.2018.1452745.

This article studies the drawbacks of discrimination towards undergraduate students of

racial minority groups using data from about 69,000 participants. Stephens, Ph.D. (Willamette
University), Liu, Ph.D. (Beth Israel Deaconess Med School and Harvard Medical School), and
Chen, MD, MPH (Massachusetts General Hospital, Harvard Med School) concluded that
discrimination has been a very common stress factor for undergrad students, and it negatively
impacts their academic performance. Many students of different minority backgrounds, though,
experience different levels of discrimination. Steven et al. also reported that MSIs (minority-
serving institutions) can positively impact minority students, as there are more resources for
them to comfortably reach out to. The article should be intended for outreach counselors,
teachers, as well as parents, and students who want to understand the disparities felt by minority
students. If you wish to understand more about how socioeconomic status affects a student's
perception of education, read Destin & Oyserman's article in the Motivation and Self-Esteem
Impacts tab below.
 Annotated Bibliography #2

Bischoff, K., & Owens, A. (2019). The Segregation of Opportunity: Social and Financial
Resources in the Educational Contexts of Lower- and Higher-Income Children, 1990-2014.
Demography (Springer Nature), 56(5), 1635–1664. http://doi.org/10.1007/s13524-019-00817-y.

From their perspective departments of sociology from Cornell University and the
University of Southern California, Bischoff and Owens gathered longitudinal information about
resources low and high-income school districts received from 1990 to 2014. They found that
when there was lower funding within these districts, the students were less likely to complete
high school, or continue higher education. School districts also rely on the community, thus
social resources come to play with peer and family influence and networking opportunities to
name a few. Bischoff and Owens saw a pattern that if the student was raised in a single-parent
household in a low-funded school district, they were unlikely to gain social resources or help
from their school district. Residential income also plays a large role in the funding of school
districts depending on the density of segregation. Low and high income was greatly affected in
this aspect, where their resource exposure was very limited. If you wish to understand how
income inequality affects education more specifically, read Kalogrides' Different teachers,
different peers located in the SES & Redlining table below.

Destin, M., & Oyserman, D. (2009). From Assets to School Outcomes: How Finances Shape
Children’s Perceived Possibilities and Intentions. Psychological Science, 20(4), 414–418.
https://doi.org/10.1111/j.1467-9280.2009.02309.x.

Destin and Oyserman of the University of Michigan studied the effects of low assets on
low-income students' perceptions of their academic futures. In this study, they observed two
groups of minority low-income adolescents determine the level of motivation these students must
continue into higher education. These two groups were students with a mindset of whether effort
matters in the future and a mindset that effort does not matter for their future. Destin and
Oyserman found that the mindset students have about their future greatly impacts the levels of
effort they put into their education. These students felt that they would not benefit from school
later in their lives. It was then linked to their assets, and the researchers found that their families
typically did not have as many assets compared to those who did consider education important
later in life. Readers of this article may include outreach counselors, teachers, and students.
Similarly, Schwalbach’s article Breaking Down Barriers to Educational Opportunities:
Mitigating the Lingering Effects of Housing Redlining in D.C. also touches on how one's
neighborhood may impact their educational outcomes. This article also coincides with The
Lingering Legacy of Redlining on School Funding, Diversity, and Performance by Luke et al.
about the history of how neighborhoods reached these points. To see these articles, click the
buttons below.