Understanding the Influence of Race/Ethnicity, Gender, and Class on Inequalities in Academic and Non-Academic Outcomes among Eighth-Grade Students: Findings from an Intersectionality Approach.
Understanding the Influence of Race/Ethnicity, Gender, and Class on Inequalities in Academic and Non-Academic Outcomes among Eighth-Grade Students: Findings from an Intersectionality Approach.
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DOI：
10.1371/journal.pone.0141363
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发表时间：
2015
期刊：
影响因子：
3.7
通讯作者：
Priest N
中科院分区：
文献类型：
--
作者：
Bécares L;Priest N
在美国，社会经济、种族/民族和性别在学业成绩上的不平等已经得到了广泛的报道，但这三个不平等的轴心是如何交叉起来决定学龄儿童的学业和非学业成绩的，人们还没有很好的理解。使用来自美国幼儿园纵向研究（ECLS-K; N = 10，115）的数据，我们采用交叉性方法来研究六个种族/民族和性别群体（拉丁裔女孩和男孩，黑人女孩和男孩，以及白色女孩和男孩）和四个社会经济优势/劣势类别的交叉点上八年级结果的不平等。混合模型的结果显示，在社会情绪的结果（内化行为，控制点，自我概念）跨类的优势/劣势大的不平等。在优势/劣势班级中，种族/族裔和性别不平等主要出现在最弱势的班级中，在那里，黑人男孩和女孩以及拉丁裔女孩在学业评估中表现不如白色男孩，但在社会情感结果方面则不然。在后一种结果中，黑人男孩和女孩的表现优于白色男孩。与白色男孩相比，拉丁裔男孩表现出较小的差异，主要是在科学评估方面。与标准化评估相比，种族/民族和性别少数群体在自我评估和社会情感结果方面的对比结果突出了交叉种族/民族和性别歧视在预测成年生活成功的学术成果模式中的有害影响。只要性别和种族歧视造成的社会分层问题得不到解决，消除成绩差距的干预措施就不可能完全成功。
Socioeconomic, racial/ethnic, and gender inequalities in academic achievement have been widely reported in the US, but how these three axes of inequality intersect to determine academic and non-academic outcomes among school-aged children is not well understood. Using data from the US Early Childhood Longitudinal Study—Kindergarten (ECLS-K; N = 10,115), we apply an intersectionality approach to examine inequalities across eighth-grade outcomes at the intersection of six racial/ethnic and gender groups (Latino girls and boys, Black girls and boys, and White girls and boys) and four classes of socioeconomic advantage/disadvantage. Results of mixture models show large inequalities in socioemotional outcomes (internalizing behavior, locus of control, and self-concept) across classes of advantage/disadvantage. Within classes of advantage/disadvantage, racial/ethnic and gender inequalities are predominantly found in the most advantaged class, where Black boys and girls, and Latina girls, underperform White boys in academic assessments, but not in socioemotional outcomes. In these latter outcomes, Black boys and girls perform better than White boys. Latino boys show small differences as compared to White boys, mainly in science assessments. The contrasting outcomes between racial/ethnic and gender minorities in self-assessment and socioemotional outcomes, as compared to standardized assessments, highlight the detrimental effect that intersecting racial/ethnic and gender discrimination have in patterning academic outcomes that predict success in adult life. Interventions to eliminate achievement gaps cannot fully succeed as long as social stratification caused by gender and racial discrimination is not addressed.