Social Equity Theory and Racial-Ethnic Achievement Gaps

Autor/in	McKown, Clark
Titel	Social Equity Theory and Racial-Ethnic Achievement Gaps
Quelle	In: Child Development, 84 (2013) 4, S.1120-1136 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-3920
DOI	10.1111/cdev.12033
Schlagwörter	Racial Differences; School Readiness; Academic Achievement; Achievement Gap; Minority Group Students; Social Influences; African American Students; White Students; Hypothesis Testing; Child Development; Family Influence; Child Rearing; Parent Influence; Socioeconomic Status; Educational Quality; Equal Education; Racial Bias; Peer Influence; Educational Environment; Social Bias; Individual Characteristics; Teacher Attitudes; Environmental Influences; Age Differences; Intervention; Neighborhoods + Suchen Sie Ihr Suchwort? Rassenunterschied; Readiness for school; School ability; Schulreife; Schulleistung; Sozialer Einfluss; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Hypothesenprüfung; Hypothesentest; Kindesentwicklung; Kindererziehung; Socio-economic status; Sozioökonomischer Status; Quality of education; Bildungsqualität; Racial discrimination; Rassismus; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Lehrerverhalten; Environmental influence; Umwelteinfluss; Age; Difference; Age difference; Altersunterschied; Neighbourhoods; Nachbarschaft
Abstract	In the United States, racial-ethnic differences on tests of school readiness and academic achievement continue. A complete understanding of the origins of racial-ethnic achievement gaps is still lacking. This article describes social equity theory (SET), which proposes that racial-ethnic achievement gaps originate from two kinds of social process, direct and signal influences, that these two kinds of processes operate across developmental contexts, and that the kind of influence and the setting in which they are enacted change with age. Evidence supporting each of SET's key propositions is discussed in the context of a critical review of research on the Black-White achievement gap. Specific developmental hypotheses derived from SET are described, along with proposed standards of evidence for testing those hypotheses. (Contains 2 figures.) (As Provided).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10