谁可以进去? 在八年级代数中检查不平等
Karisma Morton1, Catherine Riegle-Crumb2
1The University of North Texas.
概括
八年级代数课程中的种族不平等往往重现了先前的机会差距. 然而,一些占主导地位的西班牙裔学校显示不平等性越来越大,即使在控制学术背景之后.
科学领域:
- 教育研究教育研究
- 教育社会学教育的社会学
- 数学教育的数学教育.
背景情况:
- 在K-12教育机会方面,种族差异仍然存在.
- 获得高级数学课程,如代数,对于未来的学术成功至关重要.
- 了解课程准入不平等的根源对于公平的教育至关重要.
研究的目的:
- 调查八年级代数课程的种族不平等是否源于先前的机会差异或随着时间的推移而增加.
- 分析学校的种族构成如何影响这些不平等模式.
- 为了比较黑人/西班牙裔学生与白人同龄人,以及黑人和西班牙裔学生之间的访问差异.
主要方法:
- 利用来自一个大型城市学区的数据.
- 分析了八年级代数入学情况.
- 对先前的学术指标进行控制:成绩,考试成绩和先前的数学课程水平.
- 根据学校的种族组成,检查了变化.
主要成果:
- 在代数获取方面的不平等在很大程度上重现了种族融合学校现有的机会差距.
- 有证据表明,在以西班牙裔为主的学校中,不平等性越来越大,即使在控制学术背景时也是如此.
- 黑人和西班牙裔学生与他们的白人同龄人之间观察到差异.
结论:
- 在进入八年级代数的种族不平等是复杂的,涉及到以前的差距的复制,在某些情况下,增加差距.
- 学校的种族构成是影响不平等的性质和程度的一个重要因素.
- 可能需要有针对性的干预措施,特别是在西班牙裔学生比例较高的学校.
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