Science and the City

Tate, William F.; Jones, Brittni D.; Thorne-Wallington, Elizabeth; Hogrebe, Mark C.

doi:10.1177/0042085911429974

Cited by 37 publications

(13 citation statements)

References 56 publications

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“…However, ethnic groups traditionally underrepresented in STEM continue to be underrepresented in AP Chemistry participation. This is consistent with research that has shown that schools serving predominantly high-poverty students and ethnic minorities underrepresented in STEM have limited access to advanced sciences, 86,87 yet much of this research has focused on the sciences in general or physics specifically. 10,11,[20][21][22]88 Research has shown schools serving White and Asian students have had greater expansion of AP programs compared to schools serving Black and Hispanic students, perpetuating the disparities in access and enrollment in AP coursework.…”

Section: Ap Chemistry Performancesupporting

confidence: 87%

Intersectional Analysis of Advanced Placement Chemistry Enrollment and Performance by Gender and Ethnicity

2022

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Research has shown that student access and achievement in advanced precollege chemistry has been largely inequitable when considering certain demographic factors. In this nonexperimental observational study, an intersectional analysis of ethnicity and gender was utilized to examine United States student participation and performance (N = 146,610) in Advanced Placement (AP) Chemistry during the 2019 examination administration. The theoretical framework was based upon the intersectional hypothesis, which suggests that intersectional groups may have unique roles in social hierarchies; exploring disparities in the performance of these groups may inform policies and practices in advanced chemistry study in precollege settings. Methods included chi square goodness of fit and analysis of variance with post hoc Games-Howell tests. Results indicated that access to AP Chemistry was statistically equitable across gender, but large disparities existed among ethnic and intersectional groups (ethnicity × gender) in terms of access. Ethnic groups traditionally underrepresented in STEM were underrepresented in AP Chemistry participation. Intersectional groups showed differences in performance with a medium to large effect size. Women of color had the highest failure rates, followed by men of color, suggesting that widescale interventions are necessary to improve preparation for advanced chemistry, acquisition of chemistry knowledge and skills, and a reduction in the achievement gap in AP Chemistry performance. Implications for policy and practice are discussed.

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Section: Ap Chemistry Performancesupporting

confidence: 87%

Intersectional Analysis of Advanced Placement Chemistry Enrollment and Performance by Gender and Ethnicity

2022

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“…These might constrain children’s initial science achievement as well as science achievement growth (Pong, Dronkers, & Hampden-Thompson, 2003). Young, struggling readers often acquire lower vocabularies (and in particular, less abstract, technical, or “academic” vocabularies often used during science instruction), have less general knowledge, display less cognitive ability (Cunningham & Stanovich, 1997), and are often less able to comprehend science texts and generate science-related inferences (Tate, Jones, Thorne-Wallington, & Hogrebe, 2012). In contrast, O’Reilly and McNamara (2007) found that being a skilled reader helped compensate for a lower level of background knowledge about science among older children.…”

Section: Modifiable Factors Hypothesized To Explain Science Achievement Gapsmentioning

confidence: 99%

“…Substantial attention has already been focused on the need for such early childhood programs (e.g., Head Start, Early Reading First) to address emergent literacy and numeracy gaps during this early time period, as these gaps have been repeatedly established as highly predictive of later reading and mathematics achievement gaps (e.g., Chatterji, 2006;Downey, von Hippel, & Broh, 2004;Foster & Miller, 2007;Jordan, Kaplan, Ramineni, & Locuniak, 2009). Yet little attention has been given to the need to also address science achievement gaps during the preschool or early-elementary time periods (Tate et al, 2012). This is despite repeated and increasingly urgent calls for education policymakers and practitioners to work to prevent low science achievement from threatening the nation's economic competitiveness and the electorate's understanding of public policy issues (NASNAEIM, 2010(NASNAEIM, , 2011.…”

Section: Study's Contributions and Implicationsmentioning

confidence: 99%

Science Achievement Gaps Begin Very Early, Persist, and Are Largely Explained by Modifiable Factors

Morgan

Farkas

Hillemeier³

et al. 2016

Educational Researcher

390

240

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We examined the age of onset, over-time dynamics, and mechanisms underlying science achievement gaps in U.S. elementary and middle schools. To do so, we estimated multilevel growth models that included as predictors children’s own general knowledge, reading and mathematics achievement, behavioral self-regulation, sociodemographics, other child- and family-level characteristics (e.g., parenting quality), and school-level characteristics (e.g., racial, ethnic, and economic composition; school academic climate). Analyses of a longitudinal sample of 7,757 children indicated large gaps in general knowledge already evident at kindergarten entry. Kindergarten general knowledge was the strongest predictor of first-grade general knowledge, which in turn was the strongest predictor of children’s science achievement from third to eighth grade. Large science achievement gaps were evident when science achievement measures first became available in third grade. These gaps persisted until at least the end of eighth grade. Most or all of the observed science achievement gaps were explained by the study’s many predictors. Efforts to address science achievement gaps in the United States likely require intensified early intervention efforts, particularly those delivered before the primary grades. If unaddressed, science achievement gaps emerge by kindergarten and continue until at least the end of eighth grade.

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“…45 This may be exacerbated when working in urban and rural schools of low socioeconomic status, where external sociocultural factors influence classroom dynamics and student performance. 4,54 These factors may have a cumulative impact on chemistry teachers' self-efficacy, satisfaction, resilience, and commitment to the profession.…”

Section: Journal Of Chemical Educationmentioning

confidence: 91%

Chemistry Teacher Retention, Migration, and Attrition

2021

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The chemistry teacher pipeline has experienced considerable loss of teachers due to turnover. High turnover rates create localized staffing problems and a revolving door of novice teachers, particularly in the sciences and in urban and rural locales, which impacts student learning and achievement. This nonexperimental longitudinal study examined patterns in teacher turnover (retention, attrition, and migration) of one cohort of chemistry teachers (n = 2410) over a five-year period between 2012 and 2017. The theoretical framework for the study incorporated teacher and school-level characteristics in predicting teacher career satisfaction and behaviors. Of the 2410 teachers, 196 retired from teaching during the five-year period. Descriptive statistics were generated for the remaining 2214 chemistry teachers, and data revealed that 79.4% of the chemistry teachers (n = 1757) stayed in their school districts, 11.6% (n = 256) left public school teaching (preretirement), and 9.1% (n = 201) moved to other school districts. Of the teachers who migrated to different locales, 61% moved from urban or rural schools to suburban schools. A multinomial logistic regression model revealed that professional age (years since certification), urban and rural locale, course load taught in chemistry, certification in chemistry, and teaching in isolation were all predictors of chemistry teacher attrition. The model also indicated that chemistry teacher migration was predicted by professional age, student chemistry performance, and teaching in isolation. The overall model had a large effect size. These findings have implications for the preparation and support of chemistry teachers, particularly novice teachers in urban and rural locales and those teaching in isolation.

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Science and the City

Cited by 37 publications

References 56 publications

Intersectional Analysis of Advanced Placement Chemistry Enrollment and Performance by Gender and Ethnicity

Intersectional Analysis of Advanced Placement Chemistry Enrollment and Performance by Gender and Ethnicity

Science Achievement Gaps Begin Very Early, Persist, and Are Largely Explained by Modifiable Factors

Chemistry Teacher Retention, Migration, and Attrition

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