Gender and Racial/Ethnic Differences in Educational Outcomes: Examining Patterns, Explanations, and New Directions for Research

Riegle‐Crumb, Catherine; Kyte, Sarah Blanchard; Morton, Karisma

doi:10.1007/978-3-319-76694-2_6

Cited by 13 publications

(9 citation statements)

References 104 publications

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“…In contrast to the robust findings of endorsement of verbal stereotypes, math and science stereotypes were of lower magnitude and were endorsed less consistently, with grade, race, and gender differences appearing in reports. Youth might have greater reason to portray their own gender group positively in STEM domains than in verbal domains because of the high social, cultural, and economic value attached to STEM excellence (James & Singer, 2016; Riegle-Crumb et al, 2018). This desire to portray one’s gender group positively, coupled with smaller actual gender differences in math and science performance during primary and secondary education, might explain the substantial domain differences in students’ reports.…”

Section: Discussionmentioning

confidence: 99%

Race differences in Black and white adolescents’ academic gender stereotypes across middle and late adolescence.

Skinner¹,

Kurtz‐Costes²,

Vuletich³

et al. 2021

Cultural Diversity & Ethnic Minority Psychology

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Objectives: We examined race differences in adolescents’ beliefs about boys’ and girls’ English, math, and science abilities, testing the hypothesis that Black adolescents would rate girls’ abilities more favorably than boys’ across all domains. In contrast, we expected that White adolescents would report traditional stereotypes favoring boys in math and science and favoring girls in English, and that developmental change would reflect increasing endorsement of traditional stereotypes for both Black and White adolescents. Methods: 654 Black and White adolescents (Mage = 16.3; SD = 0.67) completed surveys rating girls’ and boys’ competence in each academic domain in Grade 10 and in Grade 12. Results: Across Grade 10 and Grade 12, Black and White adolescents of both genders showed strong endorsement of stereotypes favoring girls in verbal domains. Traditional stereotypes favoring boys in math were endorsed by White adolescents but not Black adolescents and increased across time. Black youth (with scores averaged across grades) and 10th graders (with scores averaged across race) reported that girls were more competent than boys in science. In contrast, girls and boys were viewed as equally competent in science by White adolescents (with scores averaged across time) and by 12th graders (with scores averaged across race). Conclusions: These findings show that Black and White youth differ in their endorsement of stereotypes about gender differences in Science, Technology, Engineering, and Mathematics (STEM) abilities. The results extend prior research with children and early adolescents showing that traditional STEM gender stereotypes become more pronounced in later adolescence and that verbal gender stereotypes are robust.

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Section: Discussionmentioning

confidence: 99%

Race differences in Black and white adolescents’ academic gender stereotypes across middle and late adolescence.

Skinner¹,

Kurtz‐Costes²,

Vuletich³

et al. 2021

Cultural Diversity & Ethnic Minority Psychology

View full text Add to dashboard Cite

show abstract

“…At least part of the answer, sociologists proposed, lies in girls’ gender socialization and the gendered interpretation of behavior by teachers (e.g., Entwisle, Alexander, and Olson 2007; Mickelson 1989). “Girls,” in this account, “are raised to conform to the expectations dictated by adults and authorities, including following the academic ‘rules’” (Riegel-Crumb, Kyte, and Morton 2018:135).…”

Section: The Gender Gap In Educationmentioning

confidence: 99%

Intersecting the Academic Gender Gap: The Education of Lesbian, Gay, and Bisexual America

Mittleman

2022

Am Sociol Rev

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Although gender is central to contemporary accounts of educational stratification, sexuality has been largely invisible as a population-level axis of academic inequality. Taking advantage of major recent data expansions, the current study establishes sexuality as a core dimension of educational stratification in the United States. First, I analyze lesbian, gay, and bisexual (LGB) adults’ college completion rates: overall, by race/ethnicity, and by birth cohort. Then, using new data from the High School Longitudinal Survey of 2009, I analyze LGB students’ performance on a full range of achievement and attainment measures. Across analyses, I reveal two demographic facts. First, women’s rising academic advantages are largely confined to straight women: although lesbian women historically outpaced straight women, in contemporary cohorts, lesbian and bisexual women face significant academic disadvantages. Second, boys’ well-documented underperformance obscures one group with remarkably high levels of school success: gay boys. Given these facts, I propose that marginalization from hegemonic gender norms has important—but asymmetric—impacts on men’s and women’s academic success. To illustrate this point, I apply what I call a “gender predictive” approach, using supervised machine learning methods to uncover patterns of inequality otherwise obscured by the binary sex/gender measures typically available in population research.

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“…This means that groups of Black and Hispanic/Latinx students, on average, do not reach the same level of math achievement as their peers, even when they come from high-SES families or have high achievement levels (Reardon & Robinson, 2008). There is some evidence that these patterns differ by gender; girls from URGs, on average, have higher academic achievement than boys from URG (Riegle-Crumb et al, 2018). While racial and ethnic identities could not be investigated with sufficient power in our contextual moderation analyses, we attended to these disparities in Chapter IV.…”

Section: Unanswered Questions In Mindset × Context Theory Addressed Herementioning

confidence: 99%

Mindset × Context: Schools, Classrooms, and the Unequal Translation of Expectations into Math Achievement

Carroll

Yeager

Buontempo

et al. 2023

Monographs Society Res Child

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When do adolescents' dreams of promising journeys through high school translate into academic success? This monograph reports the results of a collaborative effort among sociologists and psychologists to systematically examine the role of schools and classrooms in disrupting or facilitating the link between adolescents' expectations for success in math and their subsequent progress in the early high school math curriculum. Our primary focus was on gendered patterns of socioeconomic inequality in math and how they are tethered to the school's peer culture and to students' perceptions of gender stereotyping in the classroom.To do this, this monograph advances Mindset × Context Theory. This orients research on educational equity to the reciprocal influence between students' psychological motivations and their school-based opportunities to enact those motivations. Mindset × Context Theory predicts that a student's mindset will be more strongly linked to developmental outcomes among groups of students who are at risk for poor outcomes, but only in a school or classroom context where there is sufficient need and support for the mindset. Our application of this theory centers on expectations for success in high school math as a foundational belief for students' math progress early in high school. We examine how this mindset varies across interpersonal and cultural dynamics in schools and classrooms. Following this perspective, we ask:

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Gender and Racial/Ethnic Differences in Educational Outcomes: Examining Patterns, Explanations, and New Directions for Research

Cited by 13 publications

References 104 publications

Race differences in Black and white adolescents’ academic gender stereotypes across middle and late adolescence.

Race differences in Black and white adolescents’ academic gender stereotypes across middle and late adolescence.

Intersecting the Academic Gender Gap: The Education of Lesbian, Gay, and Bisexual America

Mindset × Context: Schools, Classrooms, and the Unequal Translation of Expectations into Math Achievement

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