Racially diverse educational settings yield various benefits according to past research. However, researchers have not fully considered how longlasting the benefits are and whether they exist for adults who attended school prior to the Civil Rights Act of 1964. We analyze a national sample of older adults born between 1931 and 1953 to test for an association between attending a race discordant school in early life and socioeconomic status and social engagement in later life. We use OLS regression and propensity adjusted regression to account for early life factors that select children into race discordant schools. Findings indicate that race discordant schooling is associated with long-term educational benefits for Hispanic adults and greater wealth for Black adults at age 65. Attending a race discordant school was not correlated with socioeconomic outcomes in later life for Whites. Additionally, Black and White older adults who attended discordant schools reported higher levels of social engagement at age 65. To the extent our models successfully account for selection, early exposure to race discordant schools yielded some later-life benefits to all racial/ethnic groups and reduced racial/ethnic inequalities among older adults, despite growing up in a time of entrenched institutional racism and significant White opposition to school integration.

根据过去的研究，种族多样化的教育环境会产生各种好处。然而，研究人员尚未充分考虑这些福利的持续时间以及是否存在于 1964 年《民权法案》之前上学的成年人。我们分析了 1931 年至 1953 年间出生的老年人的全国样本，以测试上学之间的关联早期生活中的种族不和谐学校以及晚年的社会经济地位和社会参与。我们使用 OLS 回归和倾向调整回归来解释选择儿童进入种族不一致学校的早期生活因素。研究结果表明，种族不一致的学校教育与西班牙裔成年人的长期教育利益和 65 岁黑人成年人的更大财富有关。就读种族不一致的学校与白人晚年的社会经济成果无关。此外，上过不和谐学校的黑人和白人老年人在 65 岁时报告了更高水平的社会参与。就我们的模型成功解释选择而言，早期接触种族不和谐学校为所有种族/族裔群体和尽管在根深蒂固的制度种族主义和白人强烈反对学校融合的时代长大，但减少了老年人之间的种族/族裔不平等。