School Factors Contributing to Inequalities in Math Sequence: A Field Theory Approach

• In Event: Marriott Roundtable Session 4
  In Roundtable Session: Policies, Politics, and Community Praxis

Abstract

Research on curricular differentiation has demonstrated racial and social class- based inequalities in access to advanced math courses in American high schools; disparities not fully explained by academic performance. Drawing upon sociological field theories, this work explores cultural dynamics in schools as potential predictors of the distribution of learning opportunities within schools. Specifically, this paper investigates the role of students’ status in school and their sense of belonging on math track placements. Using data from the Educational Longitudinal Study (ELS;2002) and a multilevel logit model for ordinal outcomes, we found that higher levels of status in school and increased levels of sense of belonging are associated with higher opportunities to access advanced math courses (precalculus and calculus).

Author

• Diana Marcela Galvez Bohorquez, The University of Iowa