Cross-Sectional and Longitudinal Disparities in STEM Career Aspirations at the Intersection of Gender, Race/Ethnicity, and Socioeconomic Status

2018 ◽  
Vol 47 (8) ◽  
pp. 525-531 ◽  
Author(s):  
Guan Saw ◽  
Chi-Ning Chang ◽  
Hsun-Yu Chan
Keyword(s):  
High School ◽  
Socioeconomic Status ◽  
Career Aspirations ◽  
Cross Sectional ◽  
Race Ethnicity ◽  
Stem Career ◽  
Nationally Representative ◽  
Low Ses Students ◽  
Racial Ethnic ◽  
Stem Career Aspirations

Analyzing the nationally representative High School Longitudinal Study of 2009 (HSLS:09), this study examined the cross-sectional and longitudinal disparities in STEM career aspirations at the intersection of gender, race/ethnicity, and socioeconomic status (SES). Results indicated that female, Black, Hispanic, and low SES students were less likely to show, maintain, and develop an interest in STEM careers during high school years. Compared with White boys from higher SES background, girls from all racial/ethnic and SES groups, as well as Black and Hispanic boys from lower SES groups, consistently had lower rates of interest, persistence, and developing an interest in STEM fields.

Seasonal Dynamics of Academic Achievement Inequality by Socioeconomic Status and Race/Ethnicity

2016 ◽  
Vol 45 (8) ◽  
pp. 443-453 ◽  
Author(s):  
David M. Quinn ◽  
North Cooc ◽  
Joe McIntyre ◽  
Celia J. Gomez
Keyword(s):  
Academic Achievement ◽  
Socioeconomic Status ◽  
Seasonal Variation ◽  
Test Score ◽  
School Year ◽  
Race Ethnicity ◽  
Nationally Representative ◽  
Racial Ethnic ◽  
Test Score Gaps ◽  
Kindergarten Class

Early studies examining seasonal variation in academic achievement inequality generally concluded that socioeconomic test score gaps grew more over the summer than the school year, suggesting schools served as “equalizers.” In this study, we analyze seasonal trends in socioeconomic status (SES) and racial/ethnic test score gaps using nationally representative data from the Early Childhood Longitudinal Study, Kindergarten Class of 2010–2011 (ECLS-K:2011), which includes more school-year and summer rounds than previous national studies. We further examine how inequality dynamics are influenced by the operationalization of inequality. Findings are consistent with a story in which schools initially accelerate relatively lower-achieving groups’ learning more so than higher-achieving groups; however, this school-year equalizing is not consistently maintained and sometimes reverses. When operationalizing inequality as changes in relative position, the reversal of school-year equalizing is more pronounced.

Profiles of High School Students’ STEM Career Aspirations

2019 ◽  
Vol 67 (3) ◽  
pp. 255-263
Author(s):  
Mary Edwin ◽  
Diandra J. Prescod ◽  
Julia Bryan
Keyword(s):  
High School ◽  
High School Students ◽  
Career Aspirations ◽  
School Students ◽  
Stem Career ◽  
Stem Career Aspirations

scholarly journals Trends in Memory Problems and Race/Ethnicity in the National Health and Examination Survey, 1999-2014

2019 ◽  
Vol 29 (3) ◽  
pp. 525-534
Author(s):  
Alejandra Casillas ◽  
Li-Jung Liang ◽  
Stefanie Vassar ◽  
Arleen Brown
Keyword(s):  
High School ◽  
National Health ◽  
Population Level ◽  
Potential Method ◽  
Warning Signs ◽  
Cross Sectional ◽  
Memory Problems ◽  
Race Ethnicity ◽  
The Impact ◽  
Racial Ethnic

Background: Little data exist to describe serial population-level trends in cognitive impairment– especially among minority communities. Because memory problems are among the first warning signs of cogni­tive impairment, they provide a potential method for monitoring changes in cogni­tive health at the population level. This exploratory study aimed to: 1) estimate prevalence of memory problems among US residents by race/ethnicity, age category; and 2) examine whether racial/ethnic dif­ferences in subjective cognitive concerns (memory problems) varied across recent time periods.Design and Setting: Serial cross-sectional analysis of self-reported data from the National Health and Examination Survey (NHANES), 1999-2014.Participants: 20,585 participants aged ≥45 years during 1999-2014, who reported race/ethnicity as non-Hispanic White (NHW), non-Hispanic Black (NHB), and Latino/Hispanic.Measurements: The outcome of interest was subjective cognitive concerns, identi­fied as self-reported memory problems. The frequencies of memory problems were examined for each 4-year period, across racial/ethnic groups.Results: In adjusted analyses, compared with older (aged ³65 years) NHWs, dispari­ties in subjective cognitive concerns were observed for older Latinos for most periods (range of AOR: 1.43 – 2.01, P<.05). Ad­ditionally, Latinos without a high school education had significantly higher odds of reporting memory problems than NHW in multiple periods (range of AOR: 1.95 – 2.17, P<.005), while Latino high school graduates did not. There were no significant changes in racial/ethnic differences in sub­jective cognitive concerns over time.Conclusions: The prevalence of sub­jective cognitive concerns across time periods points to a need to engage patients – particularly older and less-educated Latinos – about warning signs for cogni­tive impairment. The impact of education on subjective cognitive concerns in older Latinos may be related to acculturation and warrant further investigation. Ethn Dis. 2019;29(3):525-534; doi:10.18865/ ed.29.3.525

Athletics as a Source for Social Status among Youth: Examining Variation by Gender, Race/Ethnicity, and Socioeconomic Status

2011 ◽  
Vol 28 (3) ◽  
pp. 303-328 ◽  
Author(s):  
Sohaila Shakib ◽  
Philip Veliz ◽  
Michele D. Dunbar ◽  
Don Sabo
Keyword(s):  
High School ◽  
Socioeconomic Status ◽  
Grade Level ◽  
Important Criterion ◽  
Black Athletes ◽  
Perceived Popularity ◽  
Middle School Youth ◽  
Race Ethnicity ◽  
Nationally Representative ◽  
School Youth

This study examines sport as a source for youth popularity, and its variation by gender, race/ethnicity, socioeconomic status and grade level, using a nationally representative U.S. sample of 2,185 3rd—12th graders. Results indicate athletes are more likely than nonathletes to report self-perceived popularity equally across gender, socioeconomic status, and grade. Black athletes are less likely to report self-perceived popularity than Whites. When given a choice of popularity criteria, youth chose sport as the most important criterion for male, not female, popularity. Regarding male popularity, sport is chosen over other criteria by middle school youth more than elementary and high school youth. While sport is a status enhancer, there is variation by gender, ethnicity, and grade level.

How do rural Australian students’ ethnogeographies related to people and place influence their STEM career aspirations?

2021 ◽  
pp. 1-18
Author(s):  
Reece Mills ◽  
Laura Scholes ◽  
Garth Stahl ◽  
Sarah McDonald ◽  
Barbara Comber ◽  
...  
Keyword(s):  
Career Aspirations ◽  
Stem Career ◽  
Stem Career Aspirations
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