Riegle-Crumb Catherine
University of Texas at Austin.
Am J Educ (Chic Ill). 2006 Nov 1;113(1):101-122. doi: 10.1086/506495.
Using new national data from Adolescent Health and Academic Achievement (AHAA), this article examines high school math patterns for students of different race-ethnicity and gender. Compared with white males, African American and Latino males receive lower returns from taking Algebra I during their freshman year, reaching lower levels of the math course sequence when they begin in the same position. This pattern is not explained by academic performance, and, furthermore, African American males receive less benefit from high math grades. Lower returns are not observed for minority female students, suggesting that more attention to racial-ethnic inequality in math among male students is needed.
利用来自青少年健康与学业成就（AHAA）的新的全国性数据，本文研究了不同种族和性别的高中生的数学学习模式。与白人男性相比，非裔美国人和拉丁裔男性在高一时学习代数I的回报率较低，当他们从相同起点开始时，数学课程序列的水平也较低。这种模式无法用学业成绩来解释，此外，非裔美国男性从高数学成绩中获得的益处较少。少数族裔女学生没有出现回报率较低的情况，这表明需要更多地关注男生在数学方面的种族不平等问题。
