Social Class, School and Non-School Environments, and Black/White Inequalities in Children's Learning

Autor/in	Condron, Dennis J.
Titel	Social Class, School and Non-School Environments, and Black/White Inequalities in Children's Learning
Quelle	In: American Sociological Review, 74 (2009) 5, S.683-708 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0003-1224
DOI	10.1177/000312240907400501
Schlagwörter	Social Class; Racial Segregation; Low Achievement; Academic Achievement; Racial Bias; African Americans; Whites; Longitudinal Studies; Social Bias; Achievement Gap; Equal Education; Achievement Tests; Scores; Physical Health; Family Environment; Housing; Social Capital; Cultural Capital; Institutional Characteristics; Reading Achievement; Educational Environment; At Risk Students; Minority Groups; Educational Quality; Teacher Competencies; Family Structure; Mathematics Achievement; Early Childhood Longitudinal Survey + Suchen Sie Ihr Suchwort? Social classes; Soziale Klasse; Rassentrennung; Unterdurchschnittliche Leistung; Schulleistung; Racial discrimination; Rassismus; Afroamerikaner; White; Weißer; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Gesundheitszustand; Familienmilieu; Unterkunft; Sozialkapital; Leseleistung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Ethnische Minderheit; Quality of education; Bildungsqualität; Lehrkunst; Familienkonstellation; Familiensystem; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz
Abstract	As social and economic stratification between black and white Americans persists at the dawn of the twenty-first century, disparities in educational outcomes remain an especially formidable barrier. Recent research on the black/white achievement gap points to a perplexing pattern in this regard. Schools appear to exacerbate black/white disparities in learning while simultaneously slowing the growth of social class gaps. How might this occur? Using 1st grade data from the Early Childhood Longitudinal Study-Kindergarten Cohort (ECLS-K), I test--and find support for--the proposition that school factors play an elevated role in generating the black/white achievement gap while non-school factors primarily drive social class inequalities. These findings help explain why black/white achievement disparities grow mostly during the school year (when schools are in session and have their greatest impact on students' learning) while class gaps widen mostly during the summer (when school is out of session and non-school influences dominate). I conclude by discussing the implications for future research, especially as they pertain to what appears to be the most important contributor to the black/white achievement gap: school racial segregation. (Contains 7 footnotes, 4 tables, and 2 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10