Ethnic groups differ in educational achievement because 1) Cultural orientations of ethnic groups promote/discourage academic achievement. 2) cultural position of ethnic groups affects children's environments
1. Black, Hispanic, and Native American students tend to trail behind white and Asian students in virtually every educational outcome (i.e. test scores, grades, attainment), whereas Asian students tend to exceed whites' outcomes on these educational measures.
2. White
and Asian students tend to be concentrated in higher tracks, and even within tracks, tend to take more "challenging" courses than black, Hispanic, and Native American youth.
3. Black, Hispanic, and Native American youth are significantly more likely than white students to drop out of school.
4. Black, Hispanic, and Native American youth are less likely to enroll in college, are more likely to be concentrated in two-year community colleges, are less likely to attend highly selective
schools, and tend to go to school part time
5. All students have high aspirations, regardless of race or ethnicity, and many black, Hispanic, and Asian youth report higher aspirations than would be expected given their SES.
6. Most statistics of "racial and ethnic" differences in education mask the heterogeneity of different ethnic groups' experiences, so we must interpret statistics for "Asian" and "Hispanic" students cautiously.
The SAT is most vital because it helps predict a students potential for college success above and beyond typical measures like GPA and class ranks which varies across schools
The SAT was also designed to predict a students grads for their freshman year of college
it predicts...
-freshman gpa
-class rank
-likelihood of graduation
-chance of obtaining advanced degrees
it does not...
-predict college outcomes above and beyond high school grades and
class rank (gpa might me a stronger predictor; many admissions officers might make the same decisions with gpa 84 percent of the time)
-predict college outcomes for non white students (black and hispanic students)
-allow for meritocracy: do scores reflect the abilities that should matter? No, scores are correlated with race, ethnicity, and class; African Americans and Hispanics score lower than white and high class students. high class students also score higher than low class students.
-predict very well when family background is controlled (researchers calculate how well the sat can predict if all students came from the same background); part of the SAT's prediction power stems from the assumption that students with higher income generally get better grades, which then creates higher SAT scores. using Background characteristics work so well to predict outcomes that using they would work just as well as gpa and test scores.
*choosing students based on gpa, school, and ind demographics predict freshman college gpa just as well as high school gpa and sat score. so higher class students from wealthier schools would be chosen by admissions officers to save time and money, but this would be bad for it's meritocratic nature.
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Terms in this set (68)
-groups that have distinguishing characteristics such as language, dialect, values, behavior, and worldview
-EX: A microculture is distinct subcultures within a macro culture Jewish-American, Lincoln NE- refugess
-Bronx, Queens within New York
-gender, social class, race, region, religion, disability, ethnic group all make up 1 individual