Condron, Dennis, Tope, Daniel, Steidl, Christinia R., & Freeman, Kendralin J.
University Affiliation: Oakland University
Email: condron@oakland.edu
Research Question:
H1:As black/white school dissimilarity increase, the black/white achievement gap increases H2:As exposure of black students to white students increases, the black/white achievement gap decreases H3: As exposure of black students to other minority students increases, the black/white achievement gap increases or remains stable H4: As black students become increasingly isolated by themselves, the black/white achievement gap increases.
Published: 1
Journal Name or Institutional Affiliation: The Sociological Quarterly
Journal Entry: Vol. 54, No. 1, Pp. 130-157
Year: 2013
Findings:
- Increases in black-white dissimilarity lead to increases in black/white achievement gaps in both math and reading. A one-standard deviation increase in dissimilarity is associated with a 0.086 standard deviation increase in the math gap and a 0.081 standard deviation increase in the reading gap.
- As exposure of black students to white students increases, the achievement gaps in math (b=-0.789) and reading (b=-0.566) decrease.
- For black students, exposure to other minorities is negatively correlated with the achievement gaps, although the correlations are weak and this effect is less influential – positively or negatively – than for whites.
- As black student isolation increases, so does the achievement gap between black and white students for math (b=0.691) and reading (b=0.765).