The Path through Math: Course Sequences and Academic Performance at the Intersection of Race-Ethnicity and Gender.
The Path through Math: Course Sequences and Academic Performance at the Intersection of Race-Ethnicity and Gender.
复制标题
数学之路：种族、民族和性别交叉点的课程顺序和学业表现。
DOI：
10.1086/506495
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发表时间：
2006
期刊：
影响因子：
--
通讯作者：
Riegle-Crumb,Catherine
中科院分区：
文献类型：
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作者：
Riegle-Crumb,Catherine
使用来自青少年健康和学业成就（AHAA）的新的国家数据，本文研究了不同种族和性别的学生的高中数学模式。与白色男性相比，非洲裔美国人和拉丁裔男性在大一时从代数I中获得的回报较低，当他们开始处于同一位置时，数学课程序列的水平较低。这种模式不能用学习成绩来解释，而且，非洲裔美国男性从高数学成绩中获得的好处较少。少数民族女学生的回报率并不低，这表明需要更多地关注男学生在数学方面的种族-民族不平等。
Using new national data from Adolescent Health and Academic Achievement (AHAA), this article examines high school math patterns for students of different race‐ethnicity and gender. Compared with white males, African American and Latino males receive lower returns from taking Algebra I during their freshman year, reaching lower levels of the math course sequence when they begin in the same position. This pattern is not explained by academic performance, and, furthermore, African American males receive less benefit from high math grades. Lower returns are not observed for minority female students, suggesting that more attention to racial‐ethnic inequality in math among male students is needed.