MARC Record from marc_columbia

LEADER: 03816cam a22004574a 4500
001 6057210
005 20221121232353.0
008 020715t20032003njua b 001 0 eng
010 $a 2002029344
015 $aGBA2-U2292
019 $a51568650
020 $a0691113262 (alk. paper)
020 $a9780691113265 (alk. paper)
035 $a(OCoLC)ocm50205698
035 $a(NNC)6057210
035 $a6057210
040 $aDLC$cDLC$dUKM$dC#P$dIOP$dBAKER$dNLGGC$dIG#$dBTCTA$dYDXCP$dLVB$dOrLoB-B
042 $apcc
043 $an-us---
050 00 $aLC208.8$b.S68 2003
082 00 $a378.1/98$221
084 $a81.21$2bcl
245 04 $aThe source of the river :$bthe social origins of freshmen at America's selective colleges and universities /$cDouglas S. Massey [and others].
260 $aPrinceton, N.J. :$bPrinceton University Press,$c[2003], ©2003.
300 $ax, 283 pages :$billustrations ;$c24 cm
336 $atext$btxt$2rdacontent
337 $aunmediated$bn$2rdamedia
504 $aIncludes bibliographical references (p. [269]-277) and index.
505 00 $g1.$tThe Puzzle of Minority Underachievement --$g2.$tSample and Methodology --$g3.$tFamily Origins --$g4.$tNeighborhood Background --$g5.$tPrior Educational Experiences --$g6.$tThe Social World of High School --$g7.$tRacial Identity and Attitudes --$g8.$tPathways to Preparation --$g9.$tSink or Swim: The First Semester --$g10.$tLessons Learned --$gApp. A.$tSurvey of College Life and Experience: First-Wave Instrument --$gApp. B.$tConstruction of Social Scales.
520 1 $a"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." "Drawing on a major new source of data - the National Longitudinal Survey of Freshmen - the authors undertake a comprehensive analysis of the diverse pathways by which whites, African Americans, Latinos, and Asians enter American higher education. Theirs is the first study to document the different characteristics that students bring to campus and to trace out the influence of these differences on later academic performance. They show that black and Latino students do not enter college disadvantaged by a lack of self-esteem. In fact, overconfidence is more common than low self-confidence among some minority students. Despite this, minority students are adversely affected by racist stereotypes of intellectual inferiority. Although academic preparation is the strongest predictor of college performance, shortfalls in academic preparation are themselves largely a matter of socioeconomic disadvantage and racial segregation."--BOOK JACKET.
650 0 $aCollege students$zUnited States$xSocial conditions.
650 0 $aMinorities$xEducation (Higher)$zUnited States.$0http://id.loc.gov/authorities/subjects/sh2008107626
650 0 $aAcademic achievement$zUnited States.$0http://id.loc.gov/authorities/subjects/sh2007100495
650 0 $aEducational equalization$zUnited States.$0http://id.loc.gov/authorities/subjects/sh2008102489
700 1 $aMassey, Douglas S.$0http://id.loc.gov/authorities/names/n86053179
856 42 $3Contributor biographical information$uhttp://www.loc.gov/catdir/bios/prin051/2002029344.html
856 41 $3Sample text$uhttp://www.loc.gov/catdir/samples/prin031/2002029344.html
856 42 $3Publisher description$uhttp://www.loc.gov/catdir/description/prin031/2002029344.html
856 41 $3Table of contents only$uhttp://www.loc.gov/catdir/enhancements/fy0654/2002029344-t.html
852 00 $bmil$hLC208.8$i.S68 2003
852 00 $bleh$hLC208.8$i.S68 2003