Title
The Interactive Impact Of Race And Gender On High School Advanced Course Enrollment
Keywords
Academic disparities; Accelerated academic programs; Ap high school courses; Educational inequality; Racial achievement gap
Abstract
Data from the North Carolina Department of Public Instruction archive are used to assess the joint effect of race and gender on advanced academic (advanced placement and honors) course enrollment within a school district with an open enrollment policy. Using student SAT scores; the authors compare expected levels of advanced course enrollment for White and Black males and females to actual advanced course enrollment. The results generally reveal race to be a stronger predictor of class enrollment than gender. White students, regardless of gender, tend to enroll in advanced academic courses at a higher rate than do Black students. However, when comparing actual to expected enrollment based on average SAT scores, there does appear to be a gendered difference within each racial category. Theoretical and practical implications of these findings framed by an open enrollment policy are discussed © The Journal of Negro Education, 2011.
Publication Date
12-1-2011
Publication Title
Journal of Negro Education
Volume
80
Issue
1
Number of Pages
33-46
Document Type
Article
Personal Identifier
scopus
Copyright Status
Unknown
Socpus ID
79960204168 (Scopus)
Source API URL
https://api.elsevier.com/content/abstract/scopus_id/79960204168
STARS Citation
Corra, Mamadi; Scott Carter, J.; and Carter, Shannon K., "The Interactive Impact Of Race And Gender On High School Advanced Course Enrollment" (2011). Scopus Export 2010-2014. 2048.
https://stars.library.ucf.edu/scopus2010/2048