دورية أكاديمية
Racial and Ethnic Disparities in Advanced Science and Mathematics Achievement during Elementary School
| العنوان: | Racial and Ethnic Disparities in Advanced Science and Mathematics Achievement during Elementary School |
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| اللغة: | English |
| المؤلفون: | Morgan, Paul L. (ORCID |
| المصدر: | Gifted Child Quarterly. Apr 2023 67(2):151-172. |
| الإتاحة: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | N |
| Page Count: | 22 |
| تاريخ النشر: | 2023 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Education Level: | Elementary Education |
| Descriptors: | Academically Gifted, Elementary School Students, Disproportionate Representation, Racial Differences, Ethnicity, Mathematics Achievement, Science Achievement, High Achievement, Socioeconomic Status, Reading Achievement, STEM Education, Student Characteristics, Environmental Influences, Opportunities |
| Assessment and Survey Identifiers: | Early Childhood Longitudinal Survey |
| DOI: | 10.1177/00169862221128299 |
| تدمد: | 0016-9862 1934-9041 |
| مستخلص: | We analyzed a population-based cohort (N = 10,922) to investigate the onset and stability of racial and ethnic disparities in advanced (i.e., above the 90th percentile) science and mathematics achievement during elementary school as well as the antecedent, opportunity, and propensity factors that explained these disparities. About 13% to 16% of White students versus 3% to 4% of Black or Hispanic students displayed advanced science or mathematics achievement during kindergarten. The antecedent factor of family socioeconomic status and the propensity factors of student science, mathematics, and reading achievement by kindergarten consistently explained whether students displayed advanced science or mathematics achievement during first, second, third, fourth, or fifth grade. These and additional factors substantially or fully explained initially observed disparities between Black or Hispanic and White students in advanced science or mathematics achievement during elementary school. Economic and educational policies designed to increase racial and ethnic representation in STEM course taking, degree completion, and workforce participation may need to begin by elementary school. |
| Abstractor: | As Provided |
| Entry Date: | 2023 |
| رقم الأكسشن: | EJ1370245 |
| قاعدة البيانات: | ERIC |
Full Text Finder | تدمد: | 0016-9862 1934-9041 |
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| DOI: | 10.1177/00169862221128299 |