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ERIC Number: EJ1014491
Record Type: Journal
Publication Date: 2013
Pages: 17
Abstractor: As Provided
Reference Count: 120
ISBN: N/A
ISSN: ISSN-0009-3920
Social Equity Theory and Racial-Ethnic Achievement Gaps
McKown, Clark
Child Development, v84 n4 p1120-1136 Jul-Aug 2013
In the United States, racial-ethnic differences on tests of school readiness and academic achievement continue. A complete understanding of the origins of racial-ethnic achievement gaps is still lacking. This article describes social equity theory (SET), which proposes that racial-ethnic achievement gaps originate from two kinds of social process, direct and signal influences, that these two kinds of processes operate across developmental contexts, and that the kind of influence and the setting in which they are enacted change with age. Evidence supporting each of SET's key propositions is discussed in the context of a critical review of research on the Black-White achievement gap. Specific developmental hypotheses derived from SET are described, along with proposed standards of evidence for testing those hypotheses. (Contains 2 figures.)
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA/
Publication Type: Journal Articles; Reports - Evaluative; Information Analyses
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A