Differential Returns: School Socioeconomic Status and Advanced Math Learning Opportunity in Racial Differences in Math Course-Taking

• In Event: 32.082 - Roundtable Session 11
  In Roundtable Session: 32.082-21 - How Social Contexts Constrain and Promote Educational Opportunities

Abstract

Building a qualified American STEM workforce hinges on increasing racial minorities’ participation; however, this growing majority, is least likely to enter STEM or persist. While extant literature centers on improving student’s STEM-related skillsets and interests, few studies examine the role of learning opportunities and school characteristics in students’ participation. The present study uses HSLS:2009 (N = 13,945) to examine whether there are racial differences in school characteristics and if those differences impact advanced math course enrollment. Analyses reveal that Black and Hispanic students’ math enrollment is limited by math opportunity gaps; and that Black students experience differential returns to increases in school SES when compared to their peers. This paper concludes with implications for policy, research and practice.

Author

• Davinah S Smith, University of Pennsylvania