*小学阶段高等科学和数学成绩的种族和民族差异

IF 3 3区教育学 Q1 EDUCATION, SPECIAL

Gifted Child Quarterly Pub Date : 2022-11-08 DOI:10.1177/00169862221128299

P. Morgan, E. Hu, G. Farkas, M. Hillemeier, Yoonkyung Oh, Cecelia A. Gloski

{"title":"*小学阶段高等科学和数学成绩的种族和民族差异","authors":"P. Morgan, E. Hu, G. Farkas, M. Hillemeier, Yoonkyung Oh, Cecelia A. Gloski","doi":"10.1177/00169862221128299","DOIUrl":null,"url":null,"abstract":"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.","PeriodicalId":47514,"journal":{"name":"Gifted Child Quarterly","volume":"19 1","pages":"151 - 172"},"PeriodicalIF":3.0000,"publicationDate":"2022-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"3","resultStr":"{\"title\":\"*Racial and Ethnic Disparities in Advanced Science and Mathematics Achievement During Elementary School\",\"authors\":\"P. Morgan, E. Hu, G. Farkas, M. Hillemeier, Yoonkyung Oh, Cecelia A. Gloski\",\"doi\":\"10.1177/00169862221128299\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"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.\",\"PeriodicalId\":47514,\"journal\":{\"name\":\"Gifted Child Quarterly\",\"volume\":\"19 1\",\"pages\":\"151 - 172\"},\"PeriodicalIF\":3.0000,\"publicationDate\":\"2022-11-08\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"3\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Gifted Child Quarterly\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://doi.org/10.1177/00169862221128299\",\"RegionNum\":3,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION, SPECIAL\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Gifted Child Quarterly","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1177/00169862221128299","RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION, SPECIAL","Score":null,"Total":0}

引用次数: 3

摘要

我们分析了一个以人口为基础的队列(N = 10,922)，以调查小学期间高级(即超过90百分位)科学和数学成绩的种族和民族差异的开始和稳定性，以及解释这些差异的前因由、机会和倾向因素。大约13%到16%的白人学生和3%到4%的黑人或西班牙裔学生在幼儿园表现出较高的科学或数学成绩。家庭社会经济地位的前因因素和幼儿园学生科学、数学和阅读成绩的倾向因素一致地解释了学生在一、二、三、四、五年级是否表现出高级科学或数学成绩。这些和其他因素基本上或完全解释了最初观察到的黑人或西班牙裔学生与白人学生在小学高等科学或数学成绩上的差异。旨在增加STEM课程学习、学位完成和劳动力参与中种族和民族代表性的经济和教育政策可能需要从小学开始。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

查看原文本刊更多论文

*Racial and Ethnic Disparities in Advanced Science and Mathematics Achievement During Elementary School

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.

求助全文

通过发布文献求助，成功后即可免费获取论文全文。去求助

来源期刊

Gifted Child Quarterly Multiple-

CiteScore

6.30

自引率

29.00%

发文量

期刊介绍： Gifted Child Quarterly (GCQ) is the official journal of the National Association for Gifted Children. As a leading journal in the field, GCQ publishes original scholarly reviews of the literature and quantitative or qualitative research studies. GCQ welcomes manuscripts offering new or creative insights about giftedness and talent development in the context of the school, the home, and the wider society. Manuscripts that explore policy and policy implications are also welcome. Additionally, GCQ reviews selected books relevant to the field, with an emphasis on scholarly texts or text with policy implications, and publishes reviews, essay reviews, and critiques.