Social Capital, Information, and Socioeconomic Disparities in Math Course Work

Autor/inn/en	Crosnoe, Robert; Schneider, Barbara
Titel	Social Capital, Information, and Socioeconomic Disparities in Math Course Work
Quelle	In: American Journal of Education, 117 (2010) 1, S.79-107 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0195-6744
DOI	10.1086/656347
Schlagwörter	Social Capital; Socioeconomic Status; Secondary School Mathematics; Advantaged; Disadvantaged; Academic Persistence; High School Students; Course Selection (Students) + Suchen Sie Ihr Suchwort? Sozialkapital; Socio-economic status; Sozioökonomischer Status; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Course selection; Kurswahl
Abstract	Analysis of the National Education Longitudinal Study revealed that socioeconomically advantaged students persist in high school math at higher rates than their disadvantaged peers even when they have the same initial placements and skill levels. These disparities are larger among students with prior records of low academic status because students from more privileged backgrounds persist in math course work even when their prior performance predicts they will not. Among students with low middle school math performance, those from socioeconomically disadvantaged families appear to benefit from having consultants for course work decisions so that they make up ground with their socioeconomically advantaged peers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10