Comparing Black, White, and Biracial Students' Math Achievement Using Propensity Score Matching: Data From the High School Longitudinal Study

• In Event: 14.045 - Roundtable Session 2
  In Roundtable Session: 14.045-1 - "Achievement" in STEM: Exploring Educational Opportunity and Bias

Abstract

We identified 62 black-white biracial students from the High School Longitudinal Study and employed propensity score matching (PSM) to create black and white comparison groups that did not significantly differ from the biracial group. Grounded in social capital theory and social dominance theory, we compared the math achievement scores of the matched pairs (biracial to black and biracial to white). Results indicated that biracial math achievement scores were higher than black students (p < .01; Cohen’s d = 0.45) but lower than white students (p < .025; Cohen’s d = 0.26). Our findings and use of PSM provide key insights into biracial students’ math outcomes and assists policy-makers in understanding patterns of discrimination and prejudice affecting academic achievement.

Authors

• Travis Marn, Southern Connecticut State University

• Elizabeth Emily Mahoney, University of South Florida

• Seang-hwane Joo, University of South Florida