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Social Capital, Information, and Socioeconomic Disparities in Math Coursework
Robert Crosnoe1, Barbara Schneider
1Department of Sociology and Population Research Center, University of Texas at Austin.
American Journal of Education (Chicago, Ill.)
|July 12, 2011
Summary
Socioeconomically advantaged students persist in high school math more than disadvantaged peers, even with similar skills. Support for disadvantaged students
Area of Science:
- Education Policy
- Sociology of Education
- Educational Psychology
Background:
- Socioeconomic disparities in educational attainment persist, particularly in STEM fields.
- Prior academic performance is a key predictor of course persistence, but socioeconomic factors may override this.
Purpose of the Study:
- To analyze how socioeconomic status influences high school math course persistence.
- To investigate the role of prior academic status in these disparities.
- To examine potential interventions for disadvantaged students.
Main Methods:
- Analysis of the National Education Longitudinal Study (NELS).
- Comparison of math course persistence rates between socioeconomically advantaged and disadvantaged students.
- Examination of the interaction between prior academic status and socioeconomic background.
Main Results:
- Advantaged students persist in math at higher rates than disadvantaged students, irrespective of initial placement and skill.
- Disparities widen for students with low prior academic status, as privileged students persist despite poor performance predictions.
- Disadvantaged students with low middle school math performance benefit from academic consultants.
Conclusions:
- Socioeconomic background significantly impacts high school math persistence beyond academic factors.
- Targeted support, like academic consultation, can help mitigate these disparities for at-risk students.
- Addressing socioeconomic barriers is crucial for equitable STEM education.
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