NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ750308
Record Type: Journal
Publication Date: 2006-Nov
Pages: 23
Abstractor: Author
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0195-6744
The Path through Math: Course Sequences and Academic Performance at the Intersection of Race-Ethnicity and Gender
Riegle-Crumb, Catherine
American Journal of Education, v113 n1 p101-123 Nov 2006
Using new national data from Adolescent Health and Academic Achievement (AHAA), this article examines high school math patterns for students of different race-ethnicity and gender. Compared with white males, African American and Latino males receive lower returns from taking Algebra I during their freshman year, reaching lower levels of the math course sequence when they begin in the same position. This pattern is not explained by academic performance, and, furthermore, African American males receive less benefit from high math grades. Lower returns are not observed for minority female students, suggesting that more attention to racial-ethnic inequality in math among male students is needed.
University of Chicago Press. Journals Division, P.O. Box 37005, Chicago, IL 60637. Tel: 877-705-1878; Tel: 773-753-3347; Fax: 877-705-1879; Fax: 773-753-0811; e-mail: subscriptions@press.uchicago.edu; Web site: http://www.journals.uchicago.edu
Publication Type: Journal Articles; Reports - Evaluative
Education Level: High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
IES Cited: ED558157