Assari Shervin, Mardani Abbas, Maleki Maryam, Boyce Shanika, Bazargan Mohsen
Departments of Family Medicine, Charles R Drew University of Medicine and Science, Los Angeles, CA 90059, USA.
Nursing Care Research Center, School of Nursing and Midwifery, Iran University of Medical Sciences, Tehran, Iran.
Pediatric Health Med Ther. 2021 Jan 6;12:1-11. doi: 10.2147/PHMT.S238877. eCollection 2021.
Recent research on Marginalization-related Diminished Returns (MDRs) has documented weaker boosting effects of parental educational attainment on educational outcomes of Black than White students. Such MDRs of parental education seem to contribute to the Black-White achievement gap. Given that Blacks are more likely than Whites to attend urban schools, there is a need to study if these MDRs can be replicated at both urban and suburban schools.
To test the contribution of diminished returns of parental educational attainment on the Black-White achievement gap in urban and suburban American high schools.
A cross-sectional study that used baseline Education Longitudinal Study (ELS-2002) data, a nationally representative study of 10th grade adolescents in the United States. This study analyzed 8315 youths who were either non-Hispanic White (n = 6539, 78.6%) or non-Hispanic Black (n = 1776, 21.4%) who were attending either suburban (n = 5188, 62.4%) or urban (n = 3127, 37.6%) schools. The outcome was standard math and reading grades. The independent variable was parental educational attainment. Gender, parental marital status, and school characteristics (% free lunch and relationship quality with the teacher) were the confounders. Race/ethnicity was the effect of modifier. School urbanity was the strata. Linear regression was used for data analysis.
In urban and suburban schools, higher parental educational attainment was associated with higher math and reading test scores. In urban and suburban schools, Black students had considerably lower reading and math scores than White students. At urban but not suburban schools, significant interactions were found between race (Non-Hispanic Black) and parental education attainment (years of schooling) on reading and math scores, suggested that the protective effect of parental education on students' reading and math scores (ie school achievement) is smaller for Non-Hispanic Black relative to Non-Hispanic White youth only in urban but not sub-urban schools.
Diminished returns of parental education (MDRs) contribute to the racial achievement gap in urban but not suburban American high schools. This result is important given Black students are more likely to attend urban schools than White students. As MDRs are not universal and depend on context, future research should study contextual characteristics of urban schools that contribute to MDRs.
最近关于边缘化相关收益递减（MDRs）的研究表明，与白人学生相比，父母教育程度对黑人学生教育成果的促进作用较弱。父母教育的这种MDRs似乎导致了黑白学生之间的成绩差距。鉴于黑人比白人更有可能就读于城市学校，有必要研究这些MDRs是否能在城市和郊区学校中重现。
检验父母教育程度收益递减对美国城市和郊区高中黑白学生成绩差距的影响。
一项横断面研究，使用了基线教育纵向研究（ELS - 2002）数据，这是一项对美国10年级青少年具有全国代表性的研究。本研究分析了8315名青少年，他们要么是非西班牙裔白人（n = 6539，78.6%），要么是非西班牙裔黑人（n = 1776，21.4%），就读于郊区（n = 5188，62.4%）或城市（n = 3127，37.6%）学校。结果变量是标准数学和阅读成绩。自变量是父母教育程度。性别、父母婚姻状况和学校特征（免费午餐比例和与教师的关系质量）是混杂因素。种族/族裔是效应修饰因素。学校的城市化程度是分层因素。采用线性回归进行数据分析。
在城市和郊区学校，父母教育程度越高，数学和阅读测试成绩越高。在城市和郊区学校，黑人学生的阅读和数学成绩明显低于白人学生。在城市而非郊区学校，发现种族（非西班牙裔黑人）和父母教育程度（受教育年限）在阅读和数学成绩上存在显著交互作用，这表明仅在城市而非郊区学校，相对于非西班牙裔白人青少年，父母教育对非西班牙裔黑人学生阅读和数学成绩（即学业成绩）的保护作用较小。
父母教育收益递减（MDRs）导致了美国城市而非郊区高中的种族成绩差距。鉴于黑人学生比白人学生更有可能就读于城市学校，这一结果很重要。由于MDRs并非普遍存在且取决于背景，未来研究应探讨导致MDRs的城市学校背景特征。
