An Initial Exploration of Impact of Same-Race Peers on Non-White Mathematics Achievement

• In Event: Friday Roundtable Session 11:25 am
  In Roundtable Session: Illuminating Inequities in Postsecondary, Subject Area, and Career Access (Table 25)

Abstract

This preliminary investigation explored the extent same-race and non-white peer proportions and school diversity explain eighth-grade students' mathematics achievement using NAEP public-use data. The findings confirmed that race is a significant predictor of mathematics achievement, that greater proportions of non-white peers and diversity raise mathematics achievement, and greater proportions of same-race peers lower mathematics achievement. Graphing the model revealed an optimal racial mix for maximizing non-white students’ scores and found that in non-white only environments, 11.5% fewer non-white students are required in the optimal mix and the maximum score averages 1.46 points higher than in environments containing White students. Further research into the non-white environment effect on mathematics achievement is warranted.

Author

• Jennifer Ann Kornell, Clemson University