DIVERGING DISPARITIES: RACE, PARENTAL INCOME, AND CHILDREN'S MATH SCORES, 1960-2009.

IF 0.1 3区 艺术学 0 MUSIC MUSICAL TIMES Pub Date : 2021-04-01 Epub Date: 2021-03-19 DOI:10.1177/0038040720963279
Jordan A Conwell
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Abstract

In recent decades, the Black-White test score disparity has decreased, while the test score disparity between children of high- versus low-income parents has increased. This study focuses on a comparison that has, to date, fallen between the separate literatures on these diverging trends - Black and White students whose parents have similarly low, middle, or high incomes (i.e., same-income or race-within-income). To do so, I draw on three nationally representative datasets on ninth or tenth graders, covering the period from 1960 to 2009, all of which contain information on students' math test scores. I find that math test score disparities between Black and White students with same-income parents are to Blacks' disadvantage. Although these disparities have decreased since 1960, in 2009, they remain substantively large, statistically significant, and largest between children of the highest income parents. Further, family and school characteristics that scholars commonly use to explain test score disparities by race or by income have accounted for markedly decreasing shares of race-within-income disparities over time. The study integrates the literatures on test score disparities by race and by income with needed attention to race's historical and continued structural influence, net of parental income, on students' educational experiences and test score outcomes.

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不同的差距:种族、父母收入和儿童数学成绩,1960-2009 年。
近几十年来,黑人与白人之间的考试分数差距有所缩小,而高收入与低收入父母子女之间的考试分数差距则有所扩大。本研究的重点是,迄今为止,在关于这些不同趋势的不同文献中,黑人和白人学生之间的比较一直处于两极分化的状态--他们的父母具有类似的低收入、中等收入或高收入(即相同收入或收入内种族)。为此,我利用了三个具有全国代表性的九年级或十年级学生数据集,时间跨度为 1960 年至 2009 年,所有数据集都包含学生的数学考试分数信息。我发现,父母收入相同的黑人和白人学生之间的数学考试分数差距对黑人不利。虽然这些差距自 1960 年以来有所缩小,但在 2009 年,这些差距仍然很大,在统计上很显著,而且在收入最高的父母的子女之间差距最大。此外,学者们通常用来解释种族或收入考试分数差距的家庭和学校特征,在种族-收入差距中所占的比例随着时间的推移明显下降。本研究整合了有关按种族和按收入划分的考试分数差距的文献,并对种族对学生教育经历和考试分数结果的历史性和持续的结构性影响给予了必要的关注。
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