"For examining the race difference in early college performance and
achievement, "The Source of the River" is a very important book of
well-designed and executed social science research. Massey and his
colleagues are superb at presenting fresh evidence, and their
analyses provide new insight into many of the established
contributors to the relatively low early college performance and
socialization of African American and Latino students compared to
whites and Asian Americans attending the nation's elite colleges
and universities. In addition to revealing the overwhelming and
cumulative effect of cultural capital, "The Source of the River" is
most effective in either refuting prevailing theories or
challenging their generalizations about the race differences in
student performance in American education generally and in colleges
and universities in particular. "The Source of the River" should be
very helpful to colleges and universities that are interested and
actively engaged in pursuing higher performance and greater success
for under-represented college students. It provides potent new
content to include in the dialog and debate among students,
faculty, parents, and policymakers about existing efforts for
closing performance and achievement."--Michael T. Nettles,
University of Michigan
"The American struggle over racial inequality is as much a
struggle for understanding as it is a moral struggle. That
understanding--in the area of higher education--has now been given
a new foundation in this masterful book by Douglas Massey and his
colleagues. Through a study of national scope, they have exposed
many of the root causes of persistent racial inequalities in higher
education. LikeBowen and Bok's "Shape of the River," it is a
landmark book that, in my hopes, will launch a new era of both
understanding and remedy."--Claude Steele, Stanford University
""The Source of the River" decodes the puzzle of minority
underachievement via an authoritative and comprehensive examination
of the social origins of black, white, Hispanic, and Asian freshmen
admitted to selective colleges and universities. Massey, Charles,
Lundy, and Fischer go beyond the conventional family background
correlates of scholastic performance and demonstrate the profound
and lasting impact of residential segregation on the life chances
of black and Hispanic young people. Their argument and evidence is
both compelling and convincing and will stand as a pillar on which
future studies must build to understand the origins and persistence
of educational stratification in the United States."--Marta Tienda,
Princeton University
"This is a first-rate analytical study that takes full advantage
of extensive empirical data describing the pre-college lives of a
large panel of students who belong to different racial groups. To
my knowledge, there is nothing else like it. Massey et al have
begun to untangle the forces that shape the academic performance of
students from various backgrounds and in this way to provide new
insights than can guide more informed social policies."--William G.
Bowen, President, The Andrew W. Mellon Foundation, President
Emeritus, Princeton University, coauthor of "The Shape of The
River" and "The Game of Life"
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