It is well established that students from different socioeconomic backgrounds attend different colleges, net of their academic preparation. An unintended consequence of these disparities is that in the aggregate, they enhance socioeconomic segregation across institutions of higher education, cultivating separate and distinct social environments that can influence students' outcomes. Using information on the academic careers of a nationally representative sample of U.S. high school students who entered college in the mid-2000s, matched with external information on the social context of each college, this study evaluates the extent of socioeconomic segregation by social context in higher education and its implications for socioeconomic inequality in bachelor's degree attainment. Results confirm that social context is highly consequential for inequality in student outcomes. First, disparities in social context are extensive, even after differences in demographics, skills, attitudes, and college characteristics are accounted for. Second, the social context of campus, as shaped by segregation, is a robust predictor of students' likelihood of obtaining a bachelor's degree. Finally, the degree attainment rates of all students are positively associated with higher concentrations of economic advantages on campus. Combined, these results imply that socioeconomic segregation across colleges exacerbates disparities in degree attainment by placing disadvantaged students in social environments that are least conducive to their academic success.

中文翻译：

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社会经济隔离、校园社会背景和学士学位获得的差异。

众所周知，来自不同社会经济背景的学生会在不计其学术准备的情况下进入不同的大学。这些差异的一个意想不到的后果是，总的来说，它们加强了高等教育机构之间的社会经济隔离，培养了可能影响学生成绩的独立和独特的社会环境。本研究利用在 2000 年代中期进入大学的具有全国代表性的美国高中生样本的学术生涯信息，与有关每所大学社会背景的外部信息相匹配，评估了高等教育社会背景下社会经济隔离的程度。教育及其对获得学士学位的社会经济不平等的影响。结果证实，社会背景对学生成绩的不平等非常重要。首先，社会背景的差异是广泛的，即使在人口统计、技能、态度和大学特征的差异被考虑在内之后。其次，由种族隔离所塑造的校园社会环境是学生获得学士学位可能性的有力预测因素。最后，所有学生的学位获得率与校园经济优势的集中度呈正相关。综合起来，这些结果表明，大学之间的社会经济隔离通过将弱势学生置于最不利于他们的学业成功的社会环境中，加剧了学位获得的差距。即使在考虑到人口统计、技能、态度和大学特征的差异之后。其次，由种族隔离所塑造的校园社会环境是学生获得学士学位可能性的有力预测因素。最后，所有学生的学位获得率与校园经济优势的集中度呈正相关。综合起来，这些结果表明，大学之间的社会经济隔离通过将弱势学生置于最不利于他们的学业成功的社会环境中，加剧了学位获得的差距。即使在考虑到人口统计、技能、态度和大学特征的差异之后。其次，由种族隔离所塑造的校园社会环境是学生获得学士学位可能性的有力预测因素。最后，所有学生的学位获得率与校园经济优势的集中度呈正相关。综合起来，这些结果表明，大学之间的社会经济隔离通过将弱势学生置于最不利于他们的学业成功的社会环境中，加剧了学位获得的差距。获得学士学位的可能性。最后，所有学生的学位获得率与校园经济优势的集中度呈正相关。综合起来，这些结果表明，大学之间的社会经济隔离通过将弱势学生置于最不利于他们的学业成功的社会环境中，加剧了学位获得的差距。获得学士学位的可能性。最后，所有学生的学位获得率与校园经济优势的集中度呈正相关。综合起来，这些结果表明，大学之间的社会经济隔离通过将弱势学生置于最不利于他们的学业成功的社会环境中，加剧了学位获得的差距。