ACT Research Report Series: High school academic and noncognitive variables related to the ACT scores of racial/ethnic and gender groups

1999 ◽  
Author(s):  
Julie Noble ◽  
Mark Davenport ◽  
Jeff Schiel ◽  
Mary Pommerich
1993 ◽  
Vol 5 (3) ◽  
pp. 269-279 ◽  
Author(s):  
Lawrence S. Brown ◽  
Arthur I. Alterman ◽  
Megan J. Rutherford ◽  
John S. Cacciola ◽  
Arturo R. Zaballero

2018 ◽  
Vol 65 (2) ◽  
pp. 154-173 ◽  
Author(s):  
April Sutton ◽  
Amy G Langenkamp ◽  
Chandra Muller ◽  
Kathryn S Schiller

Abstract Academic stratification during educational transitions may be maintained, disrupted, or exacerbated. This study marks the first to use national data to investigate how the transition to high school (re)shapes academic status at the intersection of race/ethnicity and gender. We seek to identify the role of the high school transition in shaping racial/ethnic and gender stratification by contextualizing students’ academic declines during the high school transition within the longer window of their educational careers. Using Add Health, we find that white and black boys experience the greatest drops in their grade point averages (GPAs). We also find that the maintenance of high academic grades between the eighth and ninth grades varies across racial/ethnic and gender subgroups; higher-achieving middle school black boys experience the greatest academic declines. Importantly, we find that white and black boys also faced academic declines before the high school transition, whereas their female student peers experienced academic declines only during the transition to high school. We advance current knowledge on educational stratification by identifying the transition to high school as a juncture in which boys’ academic disadvantage widens and high-achieving black boys lose their academic status at the high school starting gate. Our study also underscores the importance of adopting an intersectional framework that considers both race/ethnicity and gender. Given the salience of high school grades for students’ long-term success, we discuss the implications of this study for racial/ethnic and gender stratification during and beyond high school.


Assessment ◽  
2018 ◽  
Vol 27 (2) ◽  
pp. 356-364 ◽  
Author(s):  
Meagan M. Carr ◽  
Erica M. Schulte ◽  
Karen K. Saules ◽  
Ashley N. Gearhardt

Objective: Food addiction reflects a substance use disorder framework, suggesting certain foods (e.g., high-fat, high-sugar foods) may trigger an addictive-like eating response in vulnerable individuals. This study explored whether the Modified Yale Food Addiction Scale 2.0 (mYFAS 2.0), a newly validated and shortened measure of food addiction, is appropriate for use in heterogeneous samples. Assessment of mYFAS 2.0 invariance is essential, as this measure was developed for use as a brief screener in large epidemiological samples that are likely demographically diverse. Method: Multigroup confirmatory factor analysis examined measurement invariance across racial/ethnic (White, Black, and Hispanic) and gender (male, female) groups. Participants were recruited through Qualtrics qBus, which uses demographic quotas to recruit a sample representative of the U.S. census reference population. Individuals were included in analyses if they identified their race/ethnicity as White, Black, or Hispanic ( N = 923). Results: Results supported full and partial measurement invariance across racial and gender groups, respectively. Discussion: Results increase confidence in the generalizability of findings using the mYFAS 2.0 and indicate that observed differences in prevalence rates, such as the higher rates of food addiction observed for women and Hispanic individuals, are likely due to true differences in the population rather than due to measurement bias.


2016 ◽  
Vol 45 (2) ◽  
pp. 177-186 ◽  
Author(s):  
Maria Paino ◽  
Matthew May ◽  
Lori A. Burrington ◽  
Jacob H. Becker

This article describes a simulation activity designed to teach students about the wage gap. The wage gap is an important topic in many sociology classrooms, but it can be difficult to convey the accumulated disadvantage experienced by women and racial/ethnic minorities to students using in-class discussions, lectures, or assigned readings alone. This is particularly true on college campuses that may draw their students from more affluent areas. Classroom simulations, however, provide an opportunity for students with all types of backgrounds to engage their sociological imaginations. In our simulation—Intersectionopoly—we use a modified version of Monopoly based on the wage gap and racial/ethnic minorities’ experiences of everyday life to illustrate how members of different racial and gender groups experience disparities in earnings. Unlike other versions of stratified Monopoly, this simulation more closely mirrors the subtle nature of discrimination in the contemporary United States.


2002 ◽  
Vol 39 (2) ◽  
pp. 133-147 ◽  
Author(s):  
Ann Gallagher ◽  
Brent Bridgeman ◽  
Cara Cahalan

Author(s):  
Marc A Garcia ◽  
Brian Downer ◽  
Chi-Tsun Chiu ◽  
Joseph L Saenz ◽  
Kasim Ortiz ◽  
...  

Abstract Background and Objectives To examine racial/ethnic, nativity, and gender differences in the benefits of educational attainment on cognitive health life expectancies among older adults in the United States. Research Design and Methods We used data from the Health and Retirement Study (1998–2014) to estimate Sullivan-based life tables of cognitively healthy, cognitively impaired/no dementia, and dementia life expectancies by gender for older White, Black, U.S.-born Hispanic, and foreign-born Hispanic adults with less than high school, high school, and some college or more. Results White respondents lived a greater percentage of their remaining lives cognitively healthy than their minority Black or Hispanic counterparts, regardless of level of education. Among respondents with some college or more, versus less than high school, Black and U.S.-born Hispanic women exhibited the greatest increase (both 37 percentage points higher) in the proportion of total life expectancy spent cognitively healthy; whereas White women had the smallest increase (17 percentage points higher). For men, the difference between respondents with some college or more, versus less than high school, was greatest for Black men (35 percentage points higher) and was lowest for U.S.-born Hispanic men (21 percentage points higher). Discussion and Implications Our results provide evidence that the benefits of education on cognitive health life expectancies are largest for Black men and women and U.S.-born Hispanic women. The combination of extended longevity and rising prevalence of Alzheimer’s disease points to the need for understanding why certain individuals spend an extended period of their lives with poor cognitive health.


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