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Lasting Political Consequences of High School Environments:
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Table 2
The Impact of Parents and High School Climates on Racial Attitudes
Year
1965
1973
1982
1997
Model I –Bivariate
Racial Attitude – School
.54***
(6.87)
.28***
(3.29)
.11
(1.45)
.20**
(2.80)
Model II—Multivariate
Racial Attitude – School
.41***
(4.13)
.25*
(2.22)
.05
(.56)
.18*
(1.87)
Least Proud of Prejudice? §§
.01
(.79)
-.01
(.26)
.02
(.95)
-.01
(-.49)
Racial Attitude – Parents
.18***
(4.71)
.12**
(2.32)
.06
(1.36)
.04
(.81)
Model III—Multivariate Change
Racial Attitude – School
.18
(1.63)
-.02
(-.23)
.11
(1.15)
Least Proud of Prejudice? §§
-.01
(-.32)
.01
(.78)
-.01
(-.61)
Racial Attitude – Parents
.09*
(1.71)
.02
(.55)
.01
(.15)
Racial Attitude – 1965
.15**
(2.95)
.19***
(4.66)
.16***
(3.49)
Note: Entries are unstandardized regression coefficients from multilevel random intercepts models estimated with GLS using the Swamy-Arora variance components estimator. T-ratios are given in parenthesis below. The multivariate models also included school SES and region as of 1965 (distinguishing South, Northeast, Midwest, and West), education, income, marital status (distinguishing married, divorced or separated, and unmarried), work status, and religiosity, each measured as of the wave of the dependent variable except in 1965, as discussed in the text, as well as race and sex. Results from estimating the model for whites only are very similar. Base micro-level N is 728, but varies across models due to missing data. N of schools=77. * p<.05, ** p<.01, *** p<.001, one tailed.
§§ This is a dummy variable indicating whether or not the respondent cited prejudice and discrimination against blacks as something he or she was “least proud of as an American” in 1965. As explained in the text, this variable is included because the high school climate measure indicates the percentage of students in the respondent’s high school who did the same. The dependent variable (and the parental attitude variable) is an index formed from questions about school integration, feelings about whites, and feelings about blacks.
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| | Authors: Stoker, Laura. and Jennings, M.. |
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Table 2
The Impact of Parents and High School Climates on Racial Attitudes
Year
1965
1973
1982
1997
Model I –Bivariate
Racial Attitude – School
.54***
(6.87)
.28***
(3.29)
.11
(1.45)
.20**
(2.80)
Model II—Multivariate
Racial Attitude – School
.41***
(4.13)
.25*
(2.22)
.05
(.56)
.18*
(1.87)
Least Proud of Prejudice? §§
.01
(.79)
-.01
(.26)
.02
(.95)
-.01
(-.49)
Racial Attitude – Parents
.18***
(4.71)
.12**
(2.32)
.06
(1.36)
.04
(.81)
Model III—Multivariate Change
Racial Attitude – School
.18
(1.63)
-.02
(-.23)
.11
(1.15)
Least Proud of Prejudice? §§
-.01
(-.32)
.01
(.78)
-.01
(-.61)
Racial Attitude – Parents
.09*
(1.71)
.02
(.55)
.01
(.15)
Racial Attitude – 1965
.15**
(2.95)
.19***
(4.66)
.16***
(3.49)
Note: Entries are unstandardized regression coefficients from multilevel random intercepts models
estimated with GLS using the Swamy-Arora variance components estimator. T-ratios are given in
parenthesis below. The multivariate models also included school SES and region as of 1965
(distinguishing South, Northeast, Midwest, and West), education, income, marital status (distinguishing
married, divorced or separated, and unmarried), work status, and religiosity, each measured as of the wave
of the dependent variable except in 1965, as discussed in the text, as well as race and sex. Results from
estimating the model for whites only are very similar. Base micro-level N is 728, but varies across models
due to missing data. N of schools=77. * p<.05, ** p<.01, *** p<.001, one tailed.
§§ This is a dummy variable indicating whether or not the respondent cited prejudice and discrimination
against blacks as something he or she was “least proud of as an American” in 1965. As explained in the
text, this variable is included because the high school climate measure indicates the percentage of
students in the respondent’s high school who did the same. The dependent variable (and the parental
attitude variable) is an index formed from questions about school integration, feelings about whites, and
feelings about blacks.
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