On Track or Derailed? Race, Advanced Math Course Taking, and the Transition to High School

• In Event: 291 - Regular Session. Race, Gender, and SES Differences in STEM Education

Abstract

In order for students to reach the highest echelon of high school mathematics, they must not only establish an advanced math course-taking trajectory, but also sustain this trajectory over multiple years. Unfortunately, this early start makes advanced math trajectories susceptible to curricular disruptions unique to the middle to high school transition (Loveless 2008). Using data from the High School Longitudinal Study of 2009 (HSLS), I examine racial/ethnic gaps in advanced math course taking for first-time ninth graders attending public schools. Results show that eighth grade math track both mediates and moderates the relationship between race/ethnicity and advanced math course taking. For example, black-white and nonwhite Latinas/o-white math course-taking gaps only hold among student on the advanced math track, whiles the gap between Southeast Asian and white students is most pronounced among students not on the advanced math track. Although some observed racial/ethnic differences were explained by student background (gender and SES) and course grade, significant racial/ethnic differences remain. Additional analyses also examine the importance of math skills. Overall, findings demonstrate that the transition to high school disrupts math trajectories, such that even strong academic performance may not be enough to remain on the advanced math track. They also highlight significant racial/ethnic differences in vulnerability to downward shifts, with black and nonwhite Latina/o students having a significantly higher risk, and East and South Asian students significantly lower risk than whites. These racialized barriers and benefits have important consequences for course-taking trajectories, achievement gaps, and the racial/ethnic underrepresentation in the STEM pipeline.

Author

• Yasmiyn Irizarry, University of Texas at Austin