Advanced Mathematics Course-Taking for Racial/Linguistic-Minority Students' Postsecondary Enrollment

• In Event: 16.061 - Roundtable Session 4
  In Roundtable Session: 16.061-7 - Advanced Academic Preparation and College Enrollment: Tutoring, Dual Credits, and Placement

Abstract

This study examined the effects of advanced mathematics course-taking on the access of post-secondary education for racial and linguistic minority students who were particularly at high-risk. By employing survival analysis to the Educational Longitudinal Study of 2002 (ELS: 2002), the study analyzed over 14,000 students from a nationally representative sample and tested a model of mathematics course-taking interacting with risk factors and racial/linguistic group status. Considering analysis unit, we used a discrete survival analysis with non-informative assumption. The results showed that academic risk factors and advanced mathematics course-taking played an important role for the enrollment of post-secondary institutions for Hispanic English-fluent students and Asian English-native students.

Authors

• Mido Chang, Florida International University

• Jeehyun Park, Florida International University

• Sunha Kim, University at Buffalo - SUNY