Population Research Center, University of Texas at Austin, 305 E. 23rd Street, Stop G1800, Austin, TX, 78712, USA.
J Youth Adolesc. 2018 Jun;47(6):1164-1177. doi: 10.1007/s10964-017-0800-7. Epub 2018 Jan 8.
Research on achievement gaps by race/ethnicity and poverty status typically focuses on each gap separately, and recent syntheses suggest the poverty gap is growing while racial/ethnic gaps are narrowing. In this study, we used time-varying effect modeling to examine the interaction of race/ethnicity and poverty gaps in math and reading achievement from 1986-2005 for poor and non-poor White, Black, and Hispanic students in three age groups (5-6, 9-10, and 13-14). We found that across this twenty-year period, the gaps between poor White students and their poor Black and Hispanic peers grew, while the gap between non-poor Whites and Hispanics narrowed. We conclude that understanding the nature of achievement gaps requires simultaneous examination of race/ethnicity and income.
研究表明，针对种族/民族和贫困状况的成就差距通常分别进行研究，而最近的综合研究表明，贫困差距在扩大，而种族/民族差距在缩小。在这项研究中，我们使用时变效应建模，从 1986 年至 2005 年，考察了三个年龄段（5-6 岁、9-10 岁和 13-14 岁）中贫困和非贫困白种人、黑种人和西班牙裔学生在数学和阅读成绩方面的种族/民族和贫困差距的相互作用。我们发现，在这二十年期间，贫困白人和贫困黑人和西班牙裔同龄人之间的差距在扩大，而非贫困白人和西班牙裔之间的差距在缩小。我们的结论是，要理解成就差距的性质，需要同时考察种族/民族和收入。
