The Racial College Completion Gap: Evidence From Texas

Flores, Stella M.; Park, Toby J.; Baker, Dominique J.

doi:10.1080/00221546.2017.1291259

Cited by 30 publications

(28 citation statements)

References 29 publications

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“…Students whose capabilities are not affirmed and who are not exposed to enriched curriculum during elementary and middle school are less likely to enroll in advanced courses in high school. AP courses provide opportunities for students to engage in challenging college-level content in the nurturing environment of a high school classroom and play a vital role in preparing students for college success (Flores et al, 2017). As the United States transforms from a manufacturing to knowledge-based economy, equitable access to advanced science and math courses should ensure that education and employment opportunities in this vital sector are available to all persons (NSF, 2015).…”

Section: Discussionmentioning

confidence: 99%

“…This widening “excellence gap” between students with demonstrated high academic potential from low-income families and similar students from high income families has implications for social mobility and the nation’s overall economic prosperity (Plucker et al, 2015, p. 3). Gifted education programs in elementary and middle school play an important role preparing students for success in advanced courses in high school (Darity & Jolla, 2009), courses that correlate positively with college enrollment, completion, and a child’s future income (Flores, Park, & Baker, 2017).…”

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confidence: 99%

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The Gifted Gap, STEM Education, and Economic Immobility

Crabtree

Richardson

Lewis

2019

Journal of Advanced Academics

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Systemic inequities in educational opportunities contribute to reduced economic mobility. Extensive research has documented disproportionality in gifted education at national and state levels. However, limited research examines inequities in gifted education within districts. Informed by critical systems theory (CST), this research provides an analysis of the Gifted Gap in a school district serving a growing metropolitan area with surprisingly limited economic mobility. Results reveal underrepresentation of students experiencing poverty, and Black and Latinx students of all socioeconomic groups in gifted education programs. Inequities in gifted education create systemic barriers including reduced enrollment in Advanced Placement (AP) courses, a factor that impedes college completion and participation in science, technology, engineering, and math (STEM) research and innovation. Reducing gifted education disproportionality is a promising way to increase economic mobility and broaden participation in STEM.

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Section: Discussionmentioning

confidence: 99%

mentioning

confidence: 99%

The Gifted Gap, STEM Education, and Economic Immobility

Crabtree

Richardson

Lewis

2019

Journal of Advanced Academics

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“…This decomposition method has been used to understand turnover gaps among charter and traditional public school teachers (Stuit & Smith, 2012), gender gaps in access to elite higher education institutions (Bielby, Posselt, Jaquette, & Bastedo, 2014), and racial gaps in college completion (S. M. Flores, Park, & Baker, 2017). Similar to the Blinder-Oaxaca decomposition for linear regression models, this analytic approach decomposes intergroup differences as a function of observable characteristics and the differential due to the difference in coefficient estimates (Fairlie, 2005).…”

Section: Discussionmentioning

confidence: 99%

Understanding Racial/Ethnic Diversity Gaps Among Early Career Teachers

Redding

Baker

2019

AERA Open

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The growing evidence on the importance of teacher representation points to the need to better understand the factors shaping the lack of racial/ethnic diversity in the teacher workforce. In this study, we examine the extent to which college major choice explains racial/ethnic gaps in teaching. Drawing on data from the Baccalaureate and Beyond Longitudinal Study, we find that White college graduates are close to twice as likely to major in education compared to Black, Latinx, and other graduates of color. Even among college graduates, respondents who identify as White are 5 percentage points more likely to enter teaching than respondents who identify as Black and 2 percentage points more likely to enter teaching than graduates who identify as Latinx. Regression and decomposition analyses demonstrate that the observed racial/ethnic gaps in entry to teaching can largely be explained by whether a graduate studied education in college.

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“…Consequently, differing levels of academic preparation in the form of achievement prior to college entry may help explain differing college completion rates by both race and class (Arbona & Nora, 2007;Bowen et al, 2009;Flores et al, 2017;Schneider & Saw, 2016). Specifically, data show that Black, Hispanic, and low-income students continue to have lower grades and achievement test scores relative to their advantaged counterparts (Bastedo & Jaquette, 2011;Rosenbaum, 1997).…”

Section: Human Capital Theorymentioning

confidence: 99%

“…Overall, then, when evaluating the explanatory power of competing theories, it is useful to bracket which stage or phase in the college completion path we are investigating (Flores, Park, & Baker, ; Thomas, ); in other words, whether we are referring to BA attainment or college graduation. As I discuss next, both human capital theory and status attainment theory largely examine college completion as the long‐term process of BA attainment, although they differ in their focal stages and mechanisms.…”

Section: Trends In Ba Attainment and College Graduationmentioning

confidence: 99%

Crossing the finish line? A review of college completion inequality in the United States by race and class

Jeffrey

2020

Sociology Compass

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Although most students graduate from high school and enroll in college the following fall, rates of entry into higher education and completion of a bachelor's degree continue to be stratified by race and class. Because of the potential returns that accrue to individuals and society overall when students complete their 4-year degree, these disparate trends should motivate more policy-relevant research in this area. In this review, I show how a longitudinal perspective of the path to a BA degree helps to reconcile competing theories of college completion by race and class across disciplinary boundaries. Both human capital theory and status attainment theory largely examine college completion as the long-term process of BA attainment, although they differ in their focal stages and mechanisms. In contrast, the theory of categorical inequality, as applied in this review, focuses on the years in higher education and describes the ways in which colleges and universities as organizations create, legitimate, and reinforce categorical distinctions in postsecondary schooling and how these processes independently shape college completion inequality. As public interest grows in holding colleges accountable for their graduation rates, more research is needed on how the formal and informal organizational policies and practices of colleges produce inequality.

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The Racial College Completion Gap: Evidence From Texas

Cited by 30 publications

References 29 publications

The Gifted Gap, STEM Education, and Economic Immobility

The Gifted Gap, STEM Education, and Economic Immobility

Understanding Racial/Ethnic Diversity Gaps Among Early Career Teachers

Crossing the finish line? A review of college completion inequality in the United States by race and class

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