Racial and Ethnic Disparities in Advanced Science and Mathematics Achievement During Elementary School

We analyzed a population-based cohort (N = 10,922) to investigate the onset and stability of racial and ethnic disparities in advanced (i.e., above the 90th percentile) science and mathematics achievement during elementary school as well as the antecedent, opportunity, and propensity factors that ex...

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Bibliographic Details
Published in:The Gifted child quarterly 2023-04, Vol.67 (2), p.151-172
Main Authors: Morgan, Paul L., Hu, Eric Hengyu, Farkas, George, Hillemeier, Marianne M., Oh, Yoonkyung, Gloski, Cecelia A.
Format: Article
Language:English
Subjects:
Academic achievement
Academically Gifted
Cultural differences
Disproportionate Representation
Educational Policy
Elementary School Students
Elementary schools
Environmental Influences
Ethnicity
Grade 5
High Achievement
Mathematics
Mathematics Achievement
Opportunities
Racial Differences
Reading Achievement
Science
Science Achievement
Socioeconomic Status
STEM Education
Student Characteristics
Students
White people
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Summary:We analyzed a population-based cohort (N = 10,922) to investigate the onset and stability of racial and ethnic disparities in advanced (i.e., above the 90th percentile) science and mathematics achievement during elementary school as well as the antecedent, opportunity, and propensity factors that explained these disparities. About 13% to 16% of White students versus 3% to 4% of Black or Hispanic students displayed advanced science or mathematics achievement during kindergarten. The antecedent factor of family socioeconomic status and the propensity factors of student science, mathematics, and reading achievement by kindergarten consistently explained whether students displayed advanced science or mathematics achievement during first, second, third, fourth, or fifth grade. These and additional factors substantially or fully explained initially observed disparities between Black or Hispanic and White students in advanced science or mathematics achievement during elementary school. Economic and educational policies designed to increase racial and ethnic representation in STEM course taking, degree completion, and workforce participation may need to begin by elementary school.
ISSN:0016-9862
1934-9041
DOI:10.1177/00169862221128299