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Association: Name: American Sociological Association URL: http://www.asanet.org
Citation: URL: http://www.allacademic.com/meta/p107850_index.html Direct Link: HTML Code:

Riegle-Crumb, Catherine. and Schiller, Kathryn. "Measuring Equity in Advanced High School Science: Differences in School Offerings and Student Choices" Paper presented at the annual meeting of the American Sociological Association, Atlanta Hilton Hotel, Atlanta, GA, Aug 16, 2003 <Not Available>. 2009-05-26 <http://www.allacademic.com/meta/p107850_index.html>

Riegle-Crumb, C. and Schiller, K. , 2003-08-16 "Measuring Equity in Advanced High School Science: Differences in School Offerings and Student Choices" Paper presented at the annual meeting of the American Sociological Association, Atlanta Hilton Hotel, Atlanta, GA Online <.PDF>. 2009-05-26 from http://www.allacademic.com/meta/p107850_index.html

Publication Type: Conference Paper/Unpublished Manuscript Review Method: Peer Reviewed Abstract: This paper questions the way in which students’ academic success in science is typically measured by considering school offerings and student enrollment patterns in advanced science classes in addition to Physics. Using the 1998 National Assessment of Educational Progress 's (NAEP) High School Transcript Study (HSTS), analyses reveal substantial variation between schools in the advanced science courses offered. In schools that offer Biology II courses, female and Hispanic students are comparatively more likely to take this course. Analyses suggest that Biology II does not pull girls out of physics, but attracts females who may otherwise not take advanced science. Alternatively, Hispanic students appear to opt out of Physics when Biology II is available. Finally, when considering Physics and Biology II together, a gender gap in advanced science course-taking disappears, while racial disparities remain. In summary, by focusing more broadly on school offerings and student enrollments in high school science, and acknowledging the increasing relevance of the biological sciences in contemporary society, the alternative science choices of many female and minority students are highlighted. The results presented here also demonstrate that how researchers and policymakers choose to define educational inequality has implications for the conclusions reached about the extent of inequality.

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