Social Capital, Information, and Socioeconomic Disparities in Math Course Work
Bibliographic Data
| ID | 11366123 |
|---|---|
| Authors | R Crosnoe (0000-0001-5861-0555, The University of Texas at Austin, corresponding author), Jared D Thorpe (0000-0002-2933-6558), Barbara Schneider (0000-0003-4421-1355) |
| Year | 2010 |
| Volume | 117 |
| Issue | 1 |
| Pages | 79-107 |
| Publication date | 2010-11-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | American Journal of Education (JOURNAL) |
| Journal identifiers | ISSN: 0195-6744 • E-ISSN: 1549-6511 |
| Publisher | University of Chicago Press (PUBLISHER • US) |
| DOI | 10.1086/656347 |
| PMID | 21743762 |
| PMCID | PMC3130604 |
| OpenAlex | W2162177236 |
| Language | EN |
| Citations received | 15 |
| References cited | 35 |
Analysis of the National Education Longitudinal Study revealed that socioeconomically advantaged students persist in high school math at higher rates than their disadvantaged peers, even when they have the same initial placements and skill levels. These disparities are larger among students with prior records of low academic status because students from more privileged backgrounds persist in math coursework even when their prior performance predicts they will not. Among students with low middle school math performance, those from socioeconomically disadvantaged families appear to benefit from having consultants for coursework decisions, so that they make up ground with their socioeconomically advantaged peers
Academic achievement · Disadvantaged · Economic growth · Economics · Mathematics education · Social capital · Social science · Socioeconomic status · Sociology · Work (physics · Demography · Higher Education Research Studies · Parental Involvement in Education · Psychology · School Choice and Performance
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| Unique citing works | 15 |
|---|---|
| Citations per year | 1,25 |
| Citation span | 2014 - 2026 (13) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 15 |