TY - JOUR
T1 - *Racial and Ethnic Disparities in Advanced Science and Mathematics Achievement During Elementary School
AU - Morgan, Paul L.
AU - Hu, Eric Hengyu
AU - Farkas, George
AU - Hillemeier, Marianne M.
AU - Oh, Yoonkyung
AU - Gloski, Cecelia A.
N1 - Publisher Copyright:
© 2022 National Association for Gifted Children.
PY - 2023/4
Y1 - 2023/4
N2 - 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.
AB - 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.
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U2 - 10.1177/00169862221128299
DO - 10.1177/00169862221128299
M3 - Article
AN - SCOPUS:85142077774
SN - 0016-9862
VL - 67
SP - 151
EP - 172
JO - Gifted Child Quarterly
JF - Gifted Child Quarterly
IS - 2
ER -
