2022/11/08 by Paul L. Morgan, Eric Hengyu Hu, George Farkas +3 · 1 citation
paper · doi:10.1177/00169862221128299
crossref issued 2022/11/08 · crossref published 2022/11/08 · crossref published-online 2022/11/08 · crossref created 2022/11/08 · crossref published-print 2023/04/01 · crossref deposited 2026/04/29 · crossref indexed 2026/07/26
We analyzed a population-based cohort ( N = 10,922) to investigate the onset and stability of racial and ethnic disparities in advanced (i.e., above the 90 th percentile) science and mathematics achievement during elementary school as well as the antecedent, opportunity, and propensity factors that explained these disparities. About 13% to 16% of White students versus 3% to 4% of Black or Hispanic students displayed advanced science or mathematics achievement during kindergarten. The antecedent factor of family socioeconomic status and the propensity factors of student science, mathematics, and reading achievement by kindergarten consistently explained whether students displayed advanced science or mathematics achievement during first, second, third, fourth, or fifth grade. These and additional factors substantially or fully explained initially observed disparities between Black or Hispanic and White students in advanced science or mathematics achievement during elementary school. Economic and educational policies designed to increase racial and ethnic representation in STEM course taking, degree completion, and workforce participation may need to begin by elementary school.