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Access to Advanced Math for Latino High School Students: The Gatekeeping Role of Geometry |
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Abstract:
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Despite having closed the gap with Asians and whites with regards to accessing algebra I and geometry, Latinos graduate from high school without taking advanced math courses such as algebra II, trigonometry, pre-calculus and calculus in similar proportions. Such underrepresentation in advanced math curriculum has serious implications for Latinos' postsecondary opportunities as well as careers in math and science-based fields. This paper explores access to advanced math courses among 1992 Latino high school graduates. More specifically, this study builds upon theoretical debates within the sociology of education literature by considering several independent variables that have not been included in traditional quantitative models of tracking and coursework completion. Using the National Longitudinal Education Survey of 1988, I consider four factors that may explain Latino underrepresentation in advanced math courses: 1) a late start in taking gate keeping math courses such as algebra I and geometry, 2) grades earned in geometry, 3) lack of knowledge regarding the importance of advanced math for college bound students and 4) relationships with teachers. The results show that Latinos get a late start at taking gate keeping math courses such as algebra I and geometry. As ninth graders, they were more likely to take pre-algebra, basic, or vocational math courses compared to white students. In addition, both the grade-level students were at when they took geometry and the grades they earned in geometry explain a significant amount of the variance in advanced math coursetaking between Latinos and whites. The results of this study suggest Latinos face significant disadvantages during the transition from middle to high school. In turn, such disadvantage impacts prospects for taking advanced math courses before graduating from high school. These findings call into question the equality of opportunities for learning among students of different racial-ethnic groups with similar social and academic backgrounds. |
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math (142), school (133), cours (114), student (108), latino (89), grade (82), high (76), educ (75), advanc (72), take (71), geometri (66), variabl (48), white (47), graduat (41), percent (40), colleg (37), complet (34), studi (34), year (32), algebra (32), research (30), |
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Association:
Name: American Sociological Association
URL: http://www.asanet.org
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Citation:
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MLA Citation:
| Chavez, Lisa. "Access to Advanced Math for Latino High School Students: The Gatekeeping Role of Geometry" Paper presented at the annual meeting of the American Sociological Association, Hilton San Francisco & Renaissance Parc 55 Hotel, San Francisco, CA,, Aug 14, 2004 <Not Available>. 2009-05-26 <http://www.allacademic.com/meta/p109858_index.html> |
APA Citation:
| Chavez, L. F. , 2004-08-14 "Access to Advanced Math for Latino High School Students: The Gatekeeping Role of Geometry" Paper presented at the annual meeting of the American Sociological Association, Hilton San Francisco & Renaissance Parc 55 Hotel, San Francisco, CA, Online <.PDF>. 2009-05-26 from http://www.allacademic.com/meta/p109858_index.html |
Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: Despite having closed the gap with Asians and whites with regards to accessing algebra I and geometry, Latinos graduate from high school without taking advanced math courses such as algebra II, trigonometry, pre-calculus and calculus in similar proportions. Such underrepresentation in advanced math curriculum has serious implications for Latinos' postsecondary opportunities as well as careers in math and science-based fields. This paper explores access to advanced math courses among 1992 Latino high school graduates. More specifically, this study builds upon theoretical debates within the sociology of education literature by considering several independent variables that have not been included in traditional quantitative models of tracking and coursework completion. Using the National Longitudinal Education Survey of 1988, I consider four factors that may explain Latino underrepresentation in advanced math courses: 1) a late start in taking gate keeping math courses such as algebra I and geometry, 2) grades earned in geometry, 3) lack of knowledge regarding the importance of advanced math for college bound students and 4) relationships with teachers. The results show that Latinos get a late start at taking gate keeping math courses such as algebra I and geometry. As ninth graders, they were more likely to take pre-algebra, basic, or vocational math courses compared to white students. In addition, both the grade-level students were at when they took geometry and the grades they earned in geometry explain a significant amount of the variance in advanced math coursetaking between Latinos and whites. The results of this study suggest Latinos face significant disadvantages during the transition from middle to high school. In turn, such disadvantage impacts prospects for taking advanced math courses before graduating from high school. These findings call into question the equality of opportunities for learning among students of different racial-ethnic groups with similar social and academic backgrounds. |
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7847 |
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| INTRODUCTION The 1983 report A Nation at Risk expressed concern about the low levels of advanced math coursetaking among America’s high school graduates. Since then the nation’s students have increased their participation in math courses beyond geometry (hereafter “advanced math courses”). For example in 1994 over 60 percent of high school graduates had taken algebra II compared with 40 percent in 1982. Likewise participation in precalculus and calculus nearly doubled (5 percent to 9.3 percent). Latinos in particular have |
| of Education. 2000c. Digest of Education Statistics by Thomas D. Snyder and Charlene M. Hoffman. National Center for Education Statistics. Washington DC: (NCES 2000-031). U.S. Census Bureau. 2000a. The Hispanic Population in the United States: March 2000 by Therrien Melissa and Roberto R. Ramirez. Current Population Reports Washington DC: P20-535. U.S. Census Bureau. 2000b. Statistical Abstract of the United States (120th edition) Washington DC. White Paula Adam Gamoran John Smithson and Andrew Porter. 1996. “Upgrading the High School Math |
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