Exposure to School and Residential Diversity: A New Test of Perpetuation Theory

Abstract

Perpetuation theorists have recently hypothesized intergenerational consequences associated with participation in racially/ethnically diverse environments; however, few studies have considered possible intergenerational implications when offering empirical tests of perpetuation theory. By linking longitudinal administrative, geographic, and census data from students who attended Jefferson County Public Schools—one of the most racially/ethnically desegregated school districts in the USA—we specifically test whether early exposure to racial/ethnic diversity in neighborhoods and in high schools is associated with students living in more racially/ethnically diverse neighborhoods later in life. Using multilevel models, we find that early exposure to diversity in both neighborhoods and schools is significantly related to neighborhood diversity in both early and mid-adulthood and for both black and white students. However, the strength of these relationships diminished over time.