Suburban Advantage: Opportunity Hoarding and Secondary Attainment in the Postwar Metropolitan North

Autor/inn/en	Rury, John L.; Saatcioglu, Argun
Titel	Suburban Advantage: Opportunity Hoarding and Secondary Attainment in the Postwar Metropolitan North
Quelle	In: American Journal of Education, 117 (2011) 3, S.307-342 (36 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0195-6744
DOI	10.1086/659210
Schlagwörter	Urban Areas; Suburbs; Outcomes of Education; Educational Attainment; Differences; United States History; Census Figures; Adolescents; Metropolitan Areas; Demography; Educational Experience; Politics of Education; Educational Policy; Federal Government; Government School Relationship + Suchen Sie Ihr Suchwort? Urban area; Stadtregion; Einzugsbereich; Lernleistung; Schulerfolg; Bildungsabschluss; Bildungsgut; Unterscheiden; Volkszählung; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Ballungsraum; Demografie; Bildungserfahrung; Educational policy; Bildungspolitik; Politics of education; Bundesregierung
Abstract	This study examines urban/suburban differences in educational outcomes in light of Tilly's conception of "opportunity hoarding." Data from the U.S. Census reveal the changing circumstances of 17-year-olds in central city and suburban settings across the post-World War II period. Focusing on the metropolitan Northeast and Eastern Midwest, we consider a range of factors associated with differences in educational attainment. Using a multilevel analytic strategy, we find evidence that clear distinctions emerged in this period, marking the educational status of youth in central city and suburban settings. While there were signs of urban/suburban inequality in certain metropolitan contexts and for specific types of suburbs in 1940, 40 years later the urban-suburban divide was clearly evident across all metropolitan settings. A wide range of factors became associated with this form of spatial differentiation in school experiences during the postwar era, suggesting that a prolonged process of systematic exclusion characterized this dimension of metropolitan development. We close with a brief discussion of policy implications for addressing school-related factors that may contribute to these differences. (Contains 6 tables and 11 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10