The Truly Advantaged: Racial Inequalities of Educational Opportunities among the Privileged in the United States

Autor/in	Guerrero, Laia Sánchez
Titel	The Truly Advantaged: Racial Inequalities of Educational Opportunities among the Privileged in the United States
Quelle	In: British Journal of Sociology of Education, 42 (2021) 5-6, S.845-863 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Guerrero, Laia Sánchez)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0142-5692
DOI	10.1080/01425692.2021.1925087
Schlagwörter	Racial Bias; Equal Education; Mathematics Achievement; Socioeconomic Background; Advantaged; Racial Differences; White Students; Asian American Students; African American Students; Hispanic American Students; Socioeconomic Influences; Longitudinal Studies; Education Longitudinal Study of 2002 (NCES) + Suchen Sie Ihr Suchwort? Racial discrimination; Rassismus; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Sozioökonomische Lage; Rassenunterschied; Asian immigrant; United States; Student; Students; Asiatischer Einwanderer; USA; Schüler; Schülerin; Studentin; African Americans; Afroamerikaner; Hispanic; Hispanic Americans; Hispanoamerikaner; Sozioökonomischer Faktor; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung
Abstract	This article pinpoints the mathematic performance gaps among high-socioeconomic background (SES) students from different racial groups in the United States. By doing so, it sheds light on how racial and socioeconomic privilege intersects thus creating different educational outcomes among high-SES children. In short, it illuminates who are the truly advantaged in the American educational system. Taken together, the results suggest that there are substantial racial performance gaps among high-SES children. First, white and Asian privileged children outperform their black and Hispanic counterparts. Second, black high-SES children appear to be the least advantaged among the privileged, and their mathematic performance lags over two years behind that of whites and Asians. What is more, low-SES Asians and whites are more likely to be high achievers than high-SES blacks are. Finally, Hispanics appear to perform better than their black counterparts, nonetheless, they lag about one year behind their Asian and white high-SES peers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01