Black-White Achievement Gaps Differ by Family Socioeconomic Status from Early Childhood through Early Adolescence

Autor/inn/en	Henry, Daphne A.; Betancur Cortés, Laura; Votruba-Drzal, Elizabeth
Titel	Black-White Achievement Gaps Differ by Family Socioeconomic Status from Early Childhood through Early Adolescence
Quelle	In: Journal of Educational Psychology, 112 (2020) 8, S.1471-1489 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Henry, Daphne A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/edu0000439
Schlagwörter	Achievement Gap; African American Students; White Students; Racial Differences; Socioeconomic Status; Parent Background; Educational Attainment; Family Income; Academic Ability; Skill Development; Kindergarten; Grade 1; Grade 2; Grade 3; Grade 4; Grade 5; Grade 6; Grade 7; Grade 8; Correlation; Mathematics Achievement; Reading Achievement; Science Achievement; Early Childhood Longitudinal Survey + Suchen Sie Ihr Suchwort? African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Rassenunterschied; Socio-economic status; Sozioökonomischer Status; Elternhaus; Bildungsabschluss; Bildungsgut; Familieneinkommen; Kompetenzentwicklung; Qualifikationsentwicklung; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Korrelation; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Leseleistung
Abstract	Theory and limited research indicate that race and socioeconomic status (SES) interact dynamically to shape children's developmental contexts and academic achievement, but little scholarship examines how race and SES intersect to shape Black-White achievement gaps across development. We used data from the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 (N [approximately equal to] 9,100)--which tracks a nationally representative cohort of children in the United States--to investigate how race and family SES (i.e., parental education and household income) intersect to shape trajectories of academic skills development from kindergarten entry through the spring of eighth grade. Results reveal that household income and parental education were differentially related to academic development, with Black-White gaps narrowing (and Black children's skills growing slightly faster) at higher income gradients but widening (and Black children's skills developing more slowly) at higher levels of educational attainment. Despite performance advantages at kindergarten entry, large baseline disparities meant that higher-income Black students underperformed their White peers by middle school, whereas Black students with better-educated parents consistently trailed their White counterparts. Taken together, these findings suggest that failure to examine how race and SES intersect to shape achievement gaps may obscure complex patterns of educational inequality. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01