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|Abstract:||In this paper, we extend previous research on racial performance gaps at 28 selective US colleges and universities by examining differences in grade achievement and graduate rates across race-gender categories. Using data from the National Longitudinal Survey of Freshmen, we show that black males, black females, and Hispanic males attain significantly lower grades than other race-gender groups, and that black males are 35% less likely to graduate on-time than other race-gender groups. Analyses consider an array of personal and institutional indicators of academic performance. Grades and graduation rates are improved by academic preparation (particularly high school GPA), scholarly effort, and, for graduation rates, membership in career-oriented or majority-white campus groups. Grade performance and graduation rates are undermined by a hostile racial climate on campus, family stress, and stereotype threat, all of which disproportionately affect minority students. We conclude with recommendations to college administrators for ways of selecting and supporting minority students to reduce differentials in academic achievement across race-gender groups.|
|Citation:||Massey, Douglas S, Probasco, Lierin. (2010). Divergent Streams: Race-Gender Achievement Gaps at Selective Colleges and Universities. Du Bois Rev, 7 (1), 219 - 246. doi:10.1017/S1742058X10000160|
|Pages:||219 - 246|
|Type of Material:||Journal Article|
|Journal/Proceeding Title:||Du Bois Review|
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