British Journal of Sociology of Education ( IF 1.841 ) Pub Date : 2021-05-20 , DOI: 10.1080/01425692.2021.1925087 Laia Sánchez Guerrero 1
Abstract
This article pinpoints the mathematic performance gaps among high-socioeconomic background (SES) students from different racial groups in the United States. By doing so, it sheds light on how racial and socioeconomic privilege intersects thus creating different educational outcomes among high-SES children. In short, it illuminates who are the truly advantaged in the American educational system. Taken together, the results suggest that there are substantial racial performance gaps among high-SES children. First, white and Asian privileged children outperform their black and Hispanic counterparts. Second, black high-SES children appear to be the least advantaged among the privileged, and their mathematic performance lags over two years behind that of whites and Asians. What is more, low-SES Asians and whites are more likely to be high achievers than high-SES blacks are. Finally, Hispanics appear to perform better than their black counterparts, nonetheless, they lag about one year behind their Asian and white high-SES peers.
中文翻译:
真正的优势:美国特权阶层教育机会的种族不平等
摘要
本文指出了美国不同种族群体的高社会经济背景 (SES) 学生的数学成绩差距。通过这样做,它阐明了种族和社会经济特权如何相互交叉,从而在高 SES 儿童中产生不同的教育成果。简而言之,它阐明了谁是美国教育体系中真正的优势。综上所述,结果表明高社会经济地位儿童之间存在巨大的种族表现差距。首先,白人和亚裔特权儿童的表现优于黑人和西班牙裔儿童。其次,黑人高社会经济地位儿童似乎在特权阶层中最没有优势,他们的数学成绩比白人和亚洲人落后两年多。更,低 SES 的亚洲人和白人比高 SES 的黑人更有可能成为高成就者。最后,西班牙裔似乎比黑人表现更好,尽管如此,他们仍落后于亚洲和白人高 SES 同龄人大约一年。