Disparity in Scholastic Achievement Awards in Two-Way Immersion Programs

• In Event: Bilingual Education Research Poster Session 2

Abstract

This mixed-methods case study examines data for over 1,500 student awards at two dual language elementary schools collected over the course of two years. Using descriptive statistics, this paper analyzes student representation by demographics in quarterly scholastic awards. Through interviews and document analysis of award descriptions, we analyze how students were selected for awards. Using Critical Race Theory as a theoretical framework, findings show that across both schools, Latinx students were underrepresented in scholastic awards while White students were overrepresented in scholastic awards. After examining and discussing the data, this paper contextualizes the data within the literature on unconscious racial bias and discusses the potential impacts of underrepresentation of students of color in student recognition structures.

Authors

• Jillian Joy La Serna, University of North Carolina - Charlotte

• Tracey A Benson, Tracey A. Benson Consulting

• Emily Bivins, East Carolina University