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Race-shifting in the United States: Latinxs, Skin Tone, and Ethnoracial Alignments.

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Racial disparities persist in advanced high school math, even with similar academic records. Student interactions with teachers may help close these gaps, while counselor interactions can widen them.

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Area of Science:

  • Education
  • Mathematics Education
  • Sociology of Education

Background:

  • Accelerated math trajectories are established in middle school.
  • The transition to high school is a critical, understudied period for advanced math course-taking.
  • Racial inequalities in educational opportunities are a persistent concern.

Purpose of the Study:

  • To examine advanced math course-taking in ninth grade.
  • To investigate factors influencing track persistence and upward mobility in advanced math.
  • To identify the role of student-teacher and student-counselor interactions in math track disparities.

Main Methods:

  • Utilized data from the High School Longitudinal Study of 2009.
  • Analyzed ninth-grade advanced math course enrollment.
  • Examined track persistence for students in advanced middle school math and upward mobility for those in standard middle school math.

Main Results:

  • Sizable racial gaps exist in both staying on and getting on the accelerated math track.
  • These gaps are not fully explained by prior academic performance.
  • Positive interactions with parents and teachers predict advanced math course-taking.

Conclusions:

  • Teacher interactions can potentially reduce inequality in math track persistence.
  • Counselor interactions may exacerbate existing inequalities in advanced math access.
  • Findings have implications for educational policy aimed at promoting equity in STEM fields.