This article investigates the racial and gender dynamics of educational inequality in suburban public schools in the United States during an era of rapid demographic change. As suburban schools transition from predominantly White enclaves to more diverse settings, it is unclear to what extent the popular narrative of “suburban advantage” holds for newcomers. Using a longitudinal data set of majority non-White, lower-income students (the Future of Families and Child Wellbeing Study), we explore how these students fare compared to urban counterparts during this transformative period. Our findings suggest that suburban schools are higher resourced than their urban counterparts, yet there are minimal urban–suburban differences in educational outcomes after accounting for individual and family characteristics. Furthermore, we reveal disparities in urban–suburban differences by race and gender. Our research challenges narratives that treat suburban institutions as monoliths and suggests the purported advantages of suburban schooling are not conferred uniformly to all students.

中文翻译：

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使“郊区优势”复杂化：研究郊区和城市学校环境中的种族和性别不平等


本文调查了在人口结构快速变化的时代，美国郊区公立学校教育不平等的种族和性别动态。随着郊区学校从以白人为主的飞地过渡到更多样化的环境，目前尚不清楚“郊区优势”的流行叙事在多大程度上适用于新来者。使用大多数非白人、低收入学生的纵向数据集（家庭的未来和儿童福祉研究），我们探讨了这些学生在这个转型时期与城市学生相比的表现如何。我们的研究结果表明，郊区学校的资源比城市学校多，但在考虑个人和家庭特征后，城市-郊区的教育成果差异很小。此外，我们揭示了种族和性别之间城市-郊区差异的差异。我们的研究挑战了将郊区机构视为整体的叙述，并表明郊区学校教育的所谓优势并未统一赋予所有学生。