The Influence of School Racial Composition on Advanced Mathematics and Science Course Enrollment in High School

• In Event: AERA Research in Progress Roundtable Session Four
  In Invited Roundtable: Research-in-Progress RT073 (Saturday)

Abstract

This study examines how school racial composition influences high school students’ enrollment in mathematics and science Advanced Placement and Honors (advanced STEM) courses. Grounded in Social Influence Theory, we investigate whether students are more likely to take advanced STEM courses when a higher proportion of same-race peers in their school are enrolled in such courses. Using longitudinal transcript and contextual data from a large California district (2016–17 to 2022–23), multilevel models estimate the associations between school racial composition, advanced STEM enrollment, and total credits earned, with separate analyses by racial group. The findings will enhance understanding of how school racial composition shapes participation in advanced STEM opportunities and inform policies promoting equity in the STEM pipeline.

Author

• Sangmin Park, University of Missouri