Divergent Streams

Abstract

In this paper, we extend previous research on racial performance gaps at 28 selective US colleges and universities by examining differences in grade achievement and graduate rates across race-gender categories. Using data from the National Longitudinal Survey of Freshmen, we show that black males, black females, and Hispanic males attain significantly lower grades than other race-gender groups, and that black males are 35% less likely to graduate on-time than other race-gender groups. Analyses consider an array of personal and institutional indicators of academic performance. Grades and graduation rates are improved by academic preparation (particularly high school GPA), scholarly effort, and, for graduation rates, membership in career-oriented or majority-white campus groups. Grade performance and graduation rates are undermined by a hostile racial climate on campus, family stress, and stereotype threat, all of which disproportionately affect minority students. We conclude with recommendations to college administrators for ways of selecting and supporting minority students to reduce differentials in academic achievement across race-gender groups.

Who Gets Ahead and Who Falls Behind During the Transition to High School? Academic Performance at the Intersection of Race/Ethnicity and Gender

“…This suggests that changes in academic status during the transition to high school—when female students gain ground—is sustained in the second year of high school. Given research implicating boys’ lower high school GPAs in the gender gap in college application rates (Carbonaro, Ellison and Covay 2011), enrollment (Jacob 2002; Riegle-Crumb 2010), performance (Buchmann and DiPrete 2006; Massey and Probasco 2010), and completion (Conger and Long 2010), young men’s further accumulation of academic disadvantage during the transition to high school likely has long-term educational consequences. That the highest achieving black young men suffer the most suggests that an emphasis on class rank in college admissions may contribute to inequality in prestigious college and university attendance among the most meritorious of this underrepresented group.…”

“…The current study adds new insights on the contours of educational inequality by investigating whether students’ relative academic status evolves along the intersecting axes of race/ethnicity and gender rather than academic performance history. Given the primary role that differences in high school GPA play in racial/ethnic and gender disparities in college attendance, success, and completion (Buchmann and DiPrete 2006; Massey and Probasco 2010), studying who gets ahead and who falls behind at the high school starting gate has important implications for educational stratification both within and beyond high school.…”

A report of the AGCPD task force to evaluate associations between select admissions requirements, demographics, and performance on ABGC certification examination

“…While undergraduate GPA is an important component of genetic counseling program admissions, it is critical to recognize that it is an intricate construct that does not account for the wide variability of rigor, field of study, and GPA distributions between institutions. Furthermore, several studies have shown associations between lower undergraduate GPA and non‐academic factors including socioeconomic status, exposure to violence, and stereotype threat (Kallsen SR et al., 2020; Massey, 2006; Massey & Fischer, 2005; Massey & Probasco, 2010). These findings highlight the importance of a nuanced review of GPA in the context of the full application package.…”

Cuing disparities: The consequences of race‐based social stressors for academic achievement

“…In addition, our findings demonstrate that social identity threat influences academic performance. Although small, these effects may accumulate over time to shape group-based differences in overall GPAs, graduation rates and career trajectories thus contributing to further inequities in educational outcomes (Massey & Probasco, 2010).…”