Ethnic studies increases longer-run academic engagement and attainment.
Ethnic studies increases longer-run academic engagement and attainment.
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DOI：
10.1073/pnas.2026386118
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发表时间：
2021-09-14
影响因子：
11.1
通讯作者：
Penner EK
中科院分区：
文献类型：
--
作者：
Bonilla S;Dee TS;Penner EK
反种族主义的课程和教学方法是学校更好地促进社会公正、改善低收入家庭学生和有色人种学生教育成果的潜在有效途径。K-12学校的种族研究（ES）课程是这种与文化相关和批判性参与实践的一个日益普遍和突出的例子。支持者吹捧ES在提高学生参与度和学业成绩方面的好处，但几乎没有因果证据支持这些说法。在本研究中，我们使用预注册的非连续性回归研究设计来确定在九年级被分配到一门ES课程对教育成就和参与的长期影响。我们发现，分配给ES大大提高了高中毕业率、出勤率和进入大学的概率。人们对反种族主义教育的兴趣日益浓厚，促使美国公立学校采用种族研究（ES）课程，这一课程迅速增长，但在政治上存在争议。社会科学课程长期以来的一个基本原理是，它们强调与文化相关和批判性参与的内容（例如，社会正义，反种族主义，刻板印象，当代社会运动）对学生的参与和结果有强有力的影响。然而，支持这一说法的定量证据是有限的。在这项预登记的非连续性回归研究中，我们考察了旧金山联合学区提供的九年级英语课程的长期影响。我们的主要验证性发现是，分配这门课程显著增加了学生高中毕业的概率，这些学生的平均成绩点（GPA）接近8年级2.0，用于分配学生的课程。我们的探索性分析还表明，作业增加了整个高中的参与度（例如，出勤率）以及中学后入学的可能性。
Anti-racist curricula and teaching methods are a potentially potent way for schools to better promote a just society and improve educational outcomes for low-income students and students of color. Ethnic studies (ES) courses in K–12 schools are an increasingly common and prominent example of such culturally relevant and critically engaged practice. Proponents tout the benefits of ES for increasing student engagement and academic outcomes, yet there is little causal evidence supporting these claims. In this study, we use a preregistered regression-discontinuity research design to identify the longer-term impacts on educational attainment and engagement of being assigned to an ES course in grade 9. We find that assignment to ES substantially increased high school graduation, attendance, and the probability of enrolling in college. Increased interest in anti-racist education has motivated the rapidly growing but politically contentious adoption of ethnic studies (ES) courses in US public schools. A long-standing rationale for ES courses is that their emphasis on culturally relevant and critically engaged content (e.g., social justice, anti-racism, stereotypes, contemporary social movements) has potent effects on student engagement and outcomes. However, the quantitative evidence supporting this claim is limited. In this preregistered regression-discontinuity study, we examine the longer-run impact of a grade 9 ES course offered in the San Francisco Unified School District. Our key confirmatory finding is that assignment to this course significantly increased the probability of high school graduation among students near the grade 8 2.0 grade point average (GPA) threshold used for assigning students to the course. Our exploratory analyses also indicate that assignment increased measures of engagement throughout high school (e.g., attendance) as well as the probability of postsecondary matriculation.
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影响因子：
3.9
作者：
Clayton, Kristen A.
通讯作者：
Clayton, Kristen A.
影响因子：
1.8
作者：
Barreca, Alan I.;Lindo, Jason M.;Waddell, Glen R.
通讯作者：
Waddell, Glen R.
影响因子：
3
作者：
Bertanha, Marinho;Imbens, Guido W.
通讯作者：
Imbens, Guido W.
影响因子：
5.2
作者：
Cortes, Kalena E.;Goodman, Joshua S.;Nomi, Takako
通讯作者：
Nomi, Takako
影响因子：
3.5
作者：
Ben-Zeev, T;Fein, S;Inzlicht, M
通讯作者：
Inzlicht, M