Posted on November 11, 2022 by childrenslearninginstitute
November 8, 2022
We analyzed a population-based cohort (N = 10,922) to investigate the onset and stability of racial and ethnic disparities in advanced (i.e., above the 90th percentile) science and mathematics achievement during elementary school as well as the antecedent, opportunity, and propensity factors that explained these disparities. About 13% to 16% of White students versus 3% to 4% of Black or Hispanic students displayed advanced science or mathematics achievement during kindergarten. The antecedent factor of family socioeconomic status and the propensity factors of student science, mathematics, and reading achievement by kindergarten consistently explained whether students displayed advanced science or mathematics achievement during first, second, third, fourth, or fifth grade. These and additional factors substantially or fully explained initially observed disparities between Black or Hispanic and White students in advanced science or mathematics achievement during elementary school. Economic and educational policies designed to increase racial and ethnic representation in STEM course taking, degree completion, and workforce participation may need to begin by elementary school.
The authors disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: Funding support provided by the National Science Foundation (#1644355; #1761012) and an infrastructure grant to the Population Research Institute (P2CHD041025) from the National Institute for Child and Human Health and Development, National Institutes of Health. No official endorsement should be inferred.
Morgan, P. L., Hu, E. H., Farkas, G., Hillemeier, M. M., Oh, Y., & Gloski, C. A. (2022). Racial and Ethnic Disparities in Advanced Science and Mathematics Achievement During Elementary School. Gifted Child Quarterly, 0(0). https://doi.org/10.1177/00169862221128299