Categories

Category: SOCIAL status

  • Beyond High School: An Examination of Hispanic Educational Attainment

    1/1/00 - Jasinski, Jana L.

    Low educational attainment has been a barrier to the advancement of Hispanic Americans in the United States, and a number of explanations for this have been suggested. One group of explanations centers around Hispanic Americans' use and exposure to English. A second group of explanations focuses more on socioeconomic disadvantages facing this population. Much of the research that looks at educational attainment among Hispanic Americans, however, does not consider Hispanic group differences...

  • Closing Achievement Gaps: Roles and Tasks of Elementary School Counselors

    1/1/08 - Trusty, Jerry, Mellin, Elizabeth A., Herbert, James T.

    Achievement gaps among racial-ethnic and socioeconomic status groups are an enduring, pervasive, and multifaceted phenomenon. Therefore, efforts aimed at understanding and addressing these gaps must be developmentally and environmentally broad, involving numerous school counselor roles and tasks, including leadership, advocacy, collaboration, and strategic interventions. In this article, we first document achievement gap trends and then provide a framework for understanding and sequencing...

  • College Completion Gaps Between Blacks and Whites: What Accounts for Regional Differences?

    Kodrzycki, Yolanda K.

    Explores reasons for the differential college completion gaps by race across U.S. regions, focusing chiefly on adults between the ages of 25 and 34. Hypotheses; Determinants of college attendance and completion for blacks and whites; Differences in black-white socioeconomic status by region.

  • Family Must Be a Part of the Solution in Closing the Achievement Gap

    1/1/08 - Darling, Sharon

    The article focuses on the study which examines the role of the family in closing the achievement gap of students. Some people believe that creating more school programs that separate low-income children form their parents would solve problems that students may have. According to the study released by Paul Von Hippel, students in year-round schools do not learn more than their peers in traditional nine-month schools. The research also shows that parental involvement has made a positive...

  • Race-ethnicity, SES, gender, and language proficiency trends in mathematics achievement: an update

    1/1/97 - Tate, William F.

    The purpose of this article is to document changes in U.S. mathematics achievement by reviewing national trend studies, college admissions examinations, and Advanced Placement tests. This article examined this quantitative research literature to determine trends in mathematics achievement of various social groups defined along lines of race, class, gender, ethnicity, and language proficiency. The findings of this review indicate that over the last 15 years all demographic groups have...

  • Social Class is Dead. Long Live Social Class! Stereotype Threat among Low Socioeconomic Status Individuals

    1/1/07 - Spencer, Bettina, Castano, Emanuele

    Stereotype threat effects occur when members of a stigmatized group perform poorly on a task because they fear confirming a negative stereotype that is associated with their ingroup. The present study investigates whether the observed achievement gap in standardized testing between high- and low-socioeconomic status (SES) American students can be due, in part, to this phenomenon. Participants were placed in one of four conditions that varied in level of “threat” related to socioeconomic...

  • The Case for Early, Targeted Interventions to Prevent Academic Failure

    1/1/07 - Perez-Johnson, Irma, Maynard, Rebecca

    The persistent achievement gaps among children of different race/ethnicity and socioeconomic status in the United States represent an issue that has commanded public, policy, and research attention on and off for about 100 years now, and it is once again in the forefront of policy-making agendas. Debates nevertheless abound on the most promising and cost-effective strategies to address the problem. We examine critically the available evidence on the benefits and costs of early childhood...

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