Neighborhood, parents, no one

About this book

Although there is a large literature focused on the employment networks effect of social isolation on adults (Wilson, 1987, 1996), and the academic effect by ethnicity of social isolation on children, there is no comparable literature that focuses on the effect of social isolation on children's information about status attainment possibilities. In my thesis, I examined middle-school students' access to information with which to build an understanding of adult economic opportunities. This is important because, to achieve many educational or career aspirations, middle-school students must choose appropriate academic programs (college preparation, general educational or vocational track) before the start of the ninth grade. To deal with the issue of reliability, I applied an innovative measurement approach in my data-gathering process. Building on cognitive development skill theory, (Fischer, 1980) my survey instrument elicited responses to questions about economic opportunity in several contexts, appropriate to a child first embarking on a new conceptual quest, reasoning about his or her own future. I surveyed 401 middle-school students, half from an inner-city school and half from an affluent suburban school and investigated their understanding of economic opportunity by grade and by school location. I found that, whether examining the closeness of their networking relationships or inspecting the depth of their knowledge about the skills, duties and responsibilities involved in specific careers or looking at the consistency of their future plans and goals, a consistent pattern emerged. In each case, the inner-city students were disadvantaged compared with their suburban peers. Furthermore, the gap between these two groups was larger among 8 th graders than among 6 th graders, leading me to conclude that remedial networking efforts to stem the generational effect of socioeconomic disadvantage are warranted as early as middle school.