A Test of Leading Explanations for the College Racial-Ethnic Achievement Gap: Evidence from a Longitudinal Case Study

Autor/inn/en	Martin, Nathan D.; Spenner, Kenneth I; Mustillo, Sarah A.
Titel	A Test of Leading Explanations for the College Racial-Ethnic Achievement Gap: Evidence from a Longitudinal Case Study
Quelle	In: Research in Higher Education, 58 (2017) 6, S.617-645 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0361-0365
DOI	10.1007/s11162-016-9439-6
Schlagwörter	Achievement Gap; Racial Differences; Ethnic Groups; Grade Point Average; Private Colleges; Student Surveys; Longitudinal Studies; African American Students; White Students; Hispanic American Students; Academic Achievement; Majors (Students); Study Habits; Self Esteem; Identification (Psychology); Student Participation; College Environment; Case Studies + Suchen Sie Ihr Suchwort? Rassenunterschied; Ethnie; Privathochschule; Schülerbefragung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Hispanic; Hispanic Americans; Hispanoamerikaner; Schulleistung; Study behavior; Study behaviour; Studienverhalten; Self-esteem; Selbstaufmerksamkeit; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Hochschulumwelt; Case study; Fallstudie; Case Study
Abstract	In this study, we examined racial/ethnic differences in grade point average (GPA) among students at a highly selective, private university who were surveyed before matriculation and during the first, second and fourth college years, and assessed prominent explanations for the Black-White and Latino-White college achievement gap. We found that roughly half of the observed gap was attributable to family background characteristics and pre-college academic preparation. Of the within-college factors we considered, perceptions of campus climate and selection of major field of study were most important in explaining racial/ethnic differences in GPA. Personal resources, such as academic effort, self-esteem and academic identification, and patterns of involvement in campus life were significantly associated with GPA, but these factors did not account for racial/ethnic differences in academic performance. Overall, our results suggest that efforts to reduce the college achievement gap should focus on assisting students with the process of selecting major fields of study and on fostering a welcoming and inclusive campus environment. (As Provided).
Anmerkungen	Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01