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Category: Whites

Category » Whites

  • A "Gap-Gazing" Fetish In Mathematics Education? Problematizing Research on the Achievement Gap

    1/1/08 - Gutiérrez, Rochelle

    A substantial amount of research in mathematics education seeks to document disparities in achievement between middle-class White students and students who are Black, Latina/Latino, First Nations, English language learners, or working class. I outline the dangers in maintaining an achievement-gap focus. These dangers include offering little more than a static picture of inequities, supporting deficit thinking and negative narratives about students of color and working-class students...

  • A comparison of the academic performance of Black and White freshman students on an urban commuter campus

    1/1/86 - Mannan, Golam, Charleston, Lillian, Saghafi, Behrooz

    Compared the academic performance of 3,279 entering undergraduates at a midwestern commuter university in terms of whether they had been admitted to the regular academic program or to a remedial program. Based on placement test scores, 152 Blacks and 459 Whites had been placed in remedial English and mathematics courses. Findings show that in terms of grade point averages (GPAs), Black students' performance lagged behind that of White students in both regular and remedial programs even when...

  • A different view of the IQ-achievement gap

    1/1/76 - Gordon, Margaret T.

    Investigated the relationship between children's IQ and scholastic achievement scores and race, occupational attainment, and social mobility of their parents. The IQ and achievement test scores of 1,102 Chicago area 5th and 6th graders--Black and White, middle- and working-class--were aggregated into 7 cohorts of approximately equal IQ scores. Within these cohorts differences in achievement emerged which could not be attributed to race- or class-linked intellectual discrepancies. Among Ss...

  • Achievement disparities between minority and nonminority students in suburban schools

    1/1/90 - Levine, Daniel U., Eubanks, Eugene E.

    National data show that in 1986, African-American (AA) and Hispanic (HS) 13-yr-old students with college-educated parents had average reading proficiency scores 16 and 13 points (respectively) below the average for comparable White students. Reading and spelling performance data for 5th-8th graders at a suburban school show that in 1988, AAs were near or above the national norm in spelling but were clearly below the national norm in reading comprehension. Data on AAs' performance in southern...

  • An Early Gap in Black-White Mathematics Achievement: Holding School and Home Accountable in an Affluent City School District

    1/1/03 - Hughes, Sherick A.

    This article uses descriptive statistics and regression modeling to test effects of ethnicity and socioeconomic status on third-graders. Results implicate ethnicity and socioeconomic status as a significant influence on third-graders' mathematics scores. Findings suggest that strong social forces sustain the Black-White mathematics achievement gap even when affluent school resources are available. Results also suggest a need for the observed affluent districts and Black families in them to...

  • An Exploration of the Relationship Between Ethnicity, Attention Problems, and Academic Achievement

    1/1/04 - Rabiner, David L., Murray, Desiree W., Schmid, Lorrie, Malone, Patrick S.

    There has been longstanding concern about achievement differences across ethnic groups. Inattention is a significant factor associated with underachievement, and higher ratings of inattention have been found for some minority groups. The present study examined the relationship between inattention and achievement across Caucasian, African American, and Hispanic first graders. Thirty-three teachers rated over 600 students on their academic achievement, inattentive classroom behavior...

  • Beyond Black and white: The model minority myth and the invisibility of Asian American students

    1/1/07 - Wing, Jean Yonemura

    This study of diverse Asian American students at a racially integrated public high school illustrates that the achievement gap is a multi-racial problem that cannot be well understood solely in terms of the trajectories of Black and white students. Asian American students demonstrated a high academic profile on average, but faced difficulties and failure in ways rendered invisible by widespread acceptance of the "Model Minority Myth," which says that Asians comprise the racial minority group...

  • Black-White achievement gap and family wealth

    1/1/08 - Yeung, W. Jean, Conley, Dalton

    This article examines the extent to which family wealth affects the Black-White test score gap for young children based on data from the Panel Study of Income Dynamics (aged 3-12). This study found little evidence that wealth mediated the Black-White test scores gaps, which were eliminated when child and family demographic covariates were held constant. However, family wealth had a stronger association with cognitive achievement of school-aged children than that of preschoolers and a...

  • Burden of acting neither White nor Black: Asian American identities and achievement in urban schools

    1/1/06 - Lew, Jamie

    Ogbu's theory of "burden of acting white" has been one of the most frequently cited studies to explain black and white achievement gap. However, emerging studies have argued that Ogbu's theory may be limited when examining variability of school achievement among black and white students. Research shows that in addition to culture, other social forces, such as class, peer networks, and school context may play a significant role when accounting for minority students' academic aspirations and...

  • Changes in the Black-White gap in achievement test scores

    1/1/99 - Hedges, Larry V., Nowell, Amy

    Two questions of scholarly and public policy interest concerning the well-documented racial difference in scores on achievement tests are How much of the racial difference ("gap") can be attributed to social-class differences between Blacks and Whites? and How much has the racial gap changed over the past 30 years? To address these questions, the authors analyzed evidence from seven probability samples of national populations of adolescents from 1965-1996. The Ss were in their last year of...

  • Closing the Achievement Gap: Examining the Role of Cognitive Developmental Level in Academic Achievement

    1/1/06 - Cooper, Jennifer A., Schleser, Robert

    The achievement gap in mathematics between African American and Caucasian students has been observed for several decades, though previous research has been unable to fully explain why the gap exists. Using a sample of 56 kindergarten and first grade students, this study examined the role that cognitive developmental level plays in the achievement gap. Results indicated that African American students scored significantly lower than the Caucasian students on a test of mathematical achievement...

  • 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.

  • Correlates of Mexican American students' standardized test scores: An integrated model approach

    1/1/07 - Morales, M. Cristina, Saenz, Rogelio

    The use of standardized testing to evaluate academic achievement is a widely debated topic. Despite controversies, standardized testing is used in all educational levels from elementary school to college entrance examinations. One of the ethnic groups particularly affected by this is the Mexican-origin population. An integrated model (individual, family, peer, and institutional factors) is used to enhance our understanding of the disparity in standardized mathematic test scores between...

  • Effects of Cultural and Social Structural Factors on the Achievement of White and Chinese American Students at School Transition Points

    1/1/06 - Pearce, Richard R.

    Chinese Americans' high levels of educational achievement have earned them attention as a "model minority" to be emulated by underachieving and underrepresented minority groups. However, the model minority analogy does not adequately explain how this achievement is realized, nor how such information can be used to help other groups close the achievement gap. The ability of both White and Chinese American students to weather school transitions and to remain on track for high achievement and...

  • Field dependence and the school achievement gap between Anglo-American and Mexican-American children

    1/1/75 - Kagan, Spencer, Zahn, G. Lawrence

    Research supports the hypothesis that field dependence explains the poorer school achievement of Mexican-American children compared to Anglo-American children. To test that hypothesis, multiple regression and path analyses were used to interpret the relationships between culture, field dependence, and school achievement among 134 2nd-, 4th-, and 6th-grade Anglo-American and Mexican-American children. Results indicate that Mexican-Americans were significantly below Anglo-Americans in reading...

  • Framing African American Students' Success and Failure in Urban Settings

    1/1/08 - Lewis, Chance W., James, Marlon, Hancock, Stephen, Hill-Jackson, Valerie

    Grounded in critical race theory, this article seeks to frame the ideological positions of success and failure for African American students in urban school settings. First, we revisit national data and research literature that illustrate the ongoing urban Black-White achievement gap. Second, the Matrix of Achievement Paradigms is shared in an attempt to advance the conversation on African American students' achievement. It provides a serviceable organizational tool for framing African...

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