How does race and it’s ambivalences occur through girls’ everyday and banal spatial practices at school?
Current Selections
ClearIntergroup Relations in Integrated Schools: A Glimpse Inside Interdistrict Magnet Schools
How does the extent and quality of intergroup contact experienced by students help to predict their perceptions of the academic environment in the school or their attitudes towards people from other groups (racial and ethnic).
The Academic Success of East Asian American Youth: The Role of Shadow Education
Hypothesis 1: East Asian American students will be more likely to take a commercial SAT test preparation course than any other racial/ ethnic students. Hypothesis 2: Unlike other racial/ ethnic students, high-achieving students will be more likely than low-achieving students to take a commercial SAT test preparation course among East Asian American students. Hypothesis 3: East Asian American students will benefit more from taking a commercial SAT test preparation course for SAT performance than any other racial/ ethnic students.
Activating Diversity: The Impact of Student Race on Contributions to Course Discussions
1) Are black students more likely than their white peers to bring up different issues or topics in these classes? If so, are there significant race differences in the degree to which students reference different sociological institutions, cultural symbols, and demographics categories?
2) Do students with different race backgrounds utilize different strategies or resources in these course discussions?
Ethnic Matching, School Placement, and Mathematics Achievement of African American Students from Kindergarten Through Fifth Grade
1) Do African American students perform better on mathematics achievement test when taught by an African American teacher? 2) What is the effect of African American teachers on the mathematics outcomes of African American students by gender, school poverty, percentage of minorities in school, and type of community?
Trajectories of Electrical Engineering and Computer Engineering Students by Race and Gender
This paper describes the outcomes for students matriculating in and migrating into electrical engineering (EE) and computer engineering (CpE).
Race, Gender, and Measures of Success in Engineering Education
To examine Engineering majors by race and gender and examine multiple metrics for “success.”
A Qualitative Investigation of Factors Promoting the Retention and Persistence of Students of Color in STEM
This study examined salient factors of retention and persistence among college students of color enrolled in STEM education at a predominantly White institution (PWI).
Accuracy and Inaccuracy in Teachers' Perceptions of Young Children's Cognitive Abilities: The Role of Child Background and Classroom Context
1. Are teachers more or less accurate in predicting the cognitive skills of students with particular sociodemographic backgrounds? One would expect a certain amount of inaccuracy in teacher perceptions of their students’ skills. But is this error in teacher estimates randomly distributed, or is it systematically related to children’s socio-demographic characteristics?
2. To what extent do teacher characteristics and classroom and school contexts explain teacher perceptual accuracy? For example, are experienced teachers’ better judges of their students’ skills? Are teacher perceptions more accurate in racially, socioeconomically, or academically homogeneous classrooms? In smaller versus larger classrooms? In public versus private schools?
3. How is teacher accuracy influenced by the interplay between student and teacher or classroom characteristics? For instance, are teachers more accurate in estimating the skills of students with whom they share a racial-ethnic back ground? Are teacher assessments of low-SES children less biased in smaller classrooms?
Who Wants to Have a Career in Science or Math? Exploring Adolescents' Future Aspirations by Gender and Race/Ethnicity
The authors investigate how different racial/ethnic and gender subgroups compare to White males in terms of adolescent career aspirations in science and math, further considering the role that achievement and attitudes may play in shaping disparities at this early point in occupational trajectories.
"Doing" Science Versus "Being" a Scientist: Examining 10/11-Year-Old School Children's Constructions of Science Through the Lens of Identity
In this study, the authors attempt to (a) understand what are the formative influences on student career aspirations between the ages of 10 and 14 and (b) attempt to foster and maximize the interest of this cohort of young people, particularly girls, in STEM-related careers.
The Racial/Ethnic Composition of Elementary Schools and Young Children's Academic and Socioemotional Functioning
How are racial/ethnic diversity of the student body and racial/ethnic matching (belongingness) between children and their peers related to socioemotional and academic development after students transition into elementary school?
Race and Academic Achievement in Racially Diverse High Schools
The authors investigate whether racially diverse high schools offer equality of educational opportunity to students from different racial and ethnic groups. This is examined by measuring the relative representation of minority students in advanced math classes at the beginning of high school and estimating whether and how this opportunity structure limits the level of achievement attained by African American and Latino students by the end of high school.
The effect of instructor race and gender on student persistence in STEM fields
To see if the race or gender of the instructor effects persistence of initial STEM majors in a STEM field after the first semester and first year.
Examining the STEM Educational Pipeline: The Influence of Pre-College Factors on the Educational Trajectory of African American students
1) What pre-college factors predict African-American students’ decision to engage in post-secondary education? 2) What pre-college factors predict African-American students’ decision to major in a STEM field? 3) What pre-college factors predict STEM degree attainment among African American students?
Academic Success for STEM and Non-STEM Majors
1) What background characteristics, ability measures, financial support systems, and academic support mechanisms help explain retention and/or graduation for students in both STEM and non-STEM majors by the end of the sixth year? 2) Are the predictors of retention and/or graduation by the end of the sixth year different for STEM and non-STEM majors? 3) Are underrepresented students in STEM majors more likely than traditional students in STEM majors to be retained/graduated in six years when controlling for selected background, environmental, financial, and academic measures?
Adolescents' Educational Outcomes: Racial and Ethnic Variations in Peer Network Importance
Examines how peer networks impact educational achievement and attainment.
Before or After the Bell? School Context and Neighborhood Effects on Student Achievement
Explores the relative effects of school and neighborhood characteristics on student achievement.
Neotracking in North Carolina: How High School Courses of Study Reproduce Race and Class-Based Stratification
Does neotracking facilitate or hinder North Carolina’s goal of equity and excellence for all students? Is there a relationship between district and school demographics, students’ racial background and their course of study (COS) assignments?Does between- and within- school variations in COS placement result in greater or less race and social class stratification in opportunities to learn?
Choice, Equity, and the Schools-Within-Schools Reform
- To what extent did subunit themes emphasize students’ disparate occupational and educational futures over their common social and academic needs?
- What rationales did students offer for their subunit selections, and how did their choices reflect their interests, motivations, social backgrounds, and academic abilities?
School Structural Characteristics, Student Effort, Peer Associations, and Parental Involvement: The Influence of School- and Individual-Level Factors on Academic Achievement
Examines the extent to which individual-level and school structural variables are predictors of academic achievement among a sample of 10th grade students abstracted from the National Educational Longitudinal Study database.
Individual and School Structural Effects on African American High School Students' Academic Achievement
Examined the extent to which individual-level and school structural variables predict academic achievement among a sample of 10th grade African American students abstracted from the National Educational Longitudinal Study (NELS) database.
Science, Technology, Engineering, and Mathematics (STEM) Pathways: High School Science and Math Coursework and Postsecondary Degree Attainment
1) What levels of high school science and mathematics course-taking are related to future STEM baccalaureate degree attainment among all degree recipients? 2) How do students of different race, class, and gender groups differ in science and mathematics course-taking levels? 3) How does high school course-taking account for these disparities in STEM attainment?
Effects of High School Course-Taking and Other Variables on Choice of Science and Mathematics College Majors
To examine the effects of taking particular academically intensive science and mathematics high school courses on choice of science and mathematics majors, versus other majors, in college.
Does Race Matter in Residential Segregation? Exploring the Preferences of White Americans
Examines whites’ stated residential preferences,not just for African American neighbors but also for Hispanics and Asians, to determine relationships between race and residential segregation.
The Impact of School SES on Student Achievement: Evidence From U.S. Statewide Achievement Data
-This study finds significant school SES effects when cross-sectional models are estimated.
-These effects largely disappear when longitudinal models are applied, namely, value-added and student fixed effect models.
– There are some statistically significant effects remaining for school racial composition in two of the states and for various subgroups, but the magnitudes of the effects are small.
-Peer SES has no effects or only very small effects on academic achievement
-Large school SES effects often found in cross-sectional studies are artifacts of aggregation and are not a sound basis for SES-based school integration policies.
– The commonly used cross-sectional models for student achievement produce sizable estimates for school SES effects which are often comparable with the effect for student SES. However, in properly specified models using longitudinal data that either (a) control for students’ prior achievement or (b) control for stable differences between students, the effects of school SES are very small.
– The analyses presented in this article do not support the widely held view that school SES and school racial composition have strong effects on student achievement.
Assessing Segregation Under a New Generation of Controlled Choice Policies
-The percentage of White students in Jefferson County private schools was lower in recent years when the new policies were implemented, although White students enroll in private schools at a disproportionately higher rate. The share of Latino students in Jefferson Country private schools during this period has also declined while remaining steady for Black students.
– JCPS’s percentage of White students declined, particularly among younger students, but the district retains a large share of White students, a steady share of Black students, and growing Latino enrollment. The percentage of economically disadvantaged students remained constant.
– The exposure of White and Latino students to Black students declined while Black isolation increased. In fact, the typical Black student had a higher percentage of Black students in their school than White students even though White students comprise a much higher percentage of the district’s enrollment.
– The exposure of FRL students to other low-SES students remained constant while the exposure of non-FRL students to these students increased substantially.
– Two trends emerge regarding segregation within JCPS. First, racial segregation has grown, although the picture is mixed and remains low compared to national trends. The percentage of students in minority concentrated schools rose while the exposure of White and Black students became more dissimilar— and segregative—over time. Latino students became more integrated with Whites and segregated from Blacks since 2006–2007. Second, economic segregation appears stable with mixed findings about whether it is increasing. The race/ poverty overlap remains fairly weak.
– Proximity-based plans often result in segregation when neighborhoods are segregated.
– The isolation for Black students is about 1 percentage point lower than proximity-based; differences for White and Latino students are smaller.
– under the controlled choice scenario, Latinos have higher percentages of Black students in their schools. White students have lower isolation but are still highly isolated, and for all three groups, even the ‘‘lower’’ isolation under this scenario still reflects relatively high isolation. White and Latino students are being assigned to schools with very different racial composition, on average, than are Black students.
– In comparison to the different assignments, the isolation of students in the school they enroll in is slightly more segregated than under the actual assignment.
– segregation is less pronounced for the existing controlled choice assignment in comparison to other potential assignment scenarios.
– While schools remain considerably diverse under this new generation of policies and are more diverse than if students were assigned under the simulated alternative scenarios, there is also evidence of growing racial segregation particularly for Black students; evidence is mixed regarding economic segregation but appears stable. JCPS segregation levels remain considerably lower than most large districts
-Black and Latino students are not concentrated in the same schools. Indeed, in JCPS, the burgeoning Latino enrollment has become more similar to White students in their exposure to other-race students, particularly White students, and more segregated from Black students.
-These findings suggest that this new generalized race-conscious policy might help navigate barriers to inequality, albeit perhaps not to the same extent as policies using individual student race/ethnicity.