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The source of the river: the social origins of freshmen at America's selective colleges and universities

By: Material type: TextTextPublication details: 2003 Princeton University Press PrincetonDescription: x, 283 pISBN:
  • 9780691125978
Subject(s): DDC classification:
  • 378.198 M2S6
Summary: African Americans and Latinos earn lower grades and drop out of college more often than whites or Asians. Yet thirty years after deliberate minority recruitment efforts began, we still don't know why. In The Shape of the River, William Bowen and Derek Bok documented the benefits of affirmative action for minority students, their communities, and the nation at large. But they also found that too many failed to achieve academic success. In The Source of the River, Douglas Massey and his colleagues investigate the roots of minority underperformance in selective colleges and universities. They explain how such factors as neighborhood, family, peer group, and early schooling influence the academic performance of students from differing racial and ethnic origins and differing social classes. (http://press.princeton.edu/titles/7351.html)
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Item type Current library Item location Shelving location Call number Status Date due Barcode
Books Vikram Sarabhai Library Rack 26-B / Slot 1251 (0 Floor, East Wing) General Stacks 378.198 M2S6 (Browse shelf(Opens below)) Available 175721

African Americans and Latinos earn lower grades and drop out of college more often than whites or Asians. Yet thirty years after deliberate minority recruitment efforts began, we still don't know why. In The Shape of the River, William Bowen and Derek Bok documented the benefits of affirmative action for minority students, their communities, and the nation at large. But they also found that too many failed to achieve academic success. In The Source of the River, Douglas Massey and his colleagues investigate the roots of minority underperformance in selective colleges and universities. They explain how such factors as neighborhood, family, peer group, and early schooling influence the academic performance of students from differing racial and ethnic origins and differing social classes. (http://press.princeton.edu/titles/7351.html)

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