Tag Archives: Race

American Educational Research Association study: Science achievement gaps begin by kindergarten

24 Feb

Many educators have long recognized that the impact of social class affects both education achievement and life chances after completion of education. There are two impacts from diversity, one is to broaden the life experience of the privileged and to raise the expectations of the disadvantaged. Social class matters in not only other societies, but this one as well.

A few years back, the New York Times did a series about social class in America. That series is still relevant. Janny Scott and David Leonhardt’s overview, Shadowy Lines That Still Divide http://www.nytimes.com/2005/05/15/us/class/shadowy-lines-that-still-divide.html    describes the challenges faced by schools trying to overcome the disparity in education. The complete series can be found at Social Class   http://www.nytimes.com/pages/national/class/index.html

Science Daily reported in Science achievement gaps begin by kindergarten:

Large science achievement gaps at the end of eighth grade between white and racial/ethnic minority children and between children from higher- and lower-income families are rooted in large yet modifiable general knowledge gaps already present by the time children enter kindergarten, according to new research published today in Educational Researcher, a peer-reviewed journal of the American Educational Research Association.

Analyzing data from the National Center for Education Statistics on over 7,750 children from kindergarten entry to the end of eighth grade, a team of researchers-Paul L. Morgan (Pennsylvania State University), George Farkas (University of California, Irvine), Marianne M. Hillemeier (Pennsylvania State University), and Steve Maczuga (Pennsylvania State University) — found that kindergarten children’s general knowledge about the world was the strongest predictor of their general knowledge in first grade, which in turn was the strongest predictor of their science achievement in third grade. Children’s science achievement gaps were then fairly stable from third through eighth grade.

Mathematics and reading achievement were associated with science achievement during third to eighth grades, suggesting that increasing math and reading skills for lower performing children may help to address science achievement gaps. The findings are consistent with prior research showing that the level of children’s achievement in reading or mathematics by kindergarten is strongly predictive of their achievement throughout elementary school, and that achievement gaps begin very early.

“If you enter kindergarten with very little knowledge about the natural and social world, you are likely to be struggling in science by third grade, and you are then likely to still be struggling in science by eighth grade,” said Paul L. Morgan, an associate professor of education policy studies at Pennsylvania State University.

Among children entering kindergarten with low levels of general knowledge, 62 percent and 54 percent were struggling in science in third and eighth grade, respectively.

General knowledge gaps between racial/ethnic minority and white children were already large at kindergarten entry. For example, 58 percent, 41 percent, and 52 percent of black, Hispanic, and American Indian children had general knowledge scores in the bottom 25 percent at kindergarten entry. The contrasting percentage for white children was only 15 percent. About 65 percent of low-income children entered kindergarten with low levels of general knowledge. Only 10 percent of high-income children did so….                                                                                                 https://www.sciencedaily.com/releases/2016/02/160223132721.htm

Citation:

Science achievement gaps begin by kindergarten

Date:     February 23, 2016

Source:   American Educational Research Association

Summary:

Large science achievement gaps at the end of eighth grade between white and racial/ethnic minority children and between children from higher-and lower-income families are rooted in large yet modifiable general knowledge gaps already present by the time children enter kindergarten, according to new research.

Journal Reference:

  1. P. L. Morgan, G. Farkas, M. M. Hillemeier, S. Maczuga. Science Achievement Gaps Begin Very Early, Persist, and Are Largely Explained by Modifiable Factors. Educational Researcher, 2016; 45 (1): 18 DOI: 10.3102/0013189X16633182

Here is the press release from AERA:

 Science Achievement Gaps Begin by Kindergarten

For Immediate Release
February 23, 2016

Contact:
Tony Pals, tpals@aera.net
(202) 238-3235, (202) 288-9333 (cell)

Victoria Oms, voms@aera.net
(202) 238-3233

Science Achievement Gaps Begin by Kindergarten

WASHINGTON, D.C., February 23—Large science achievement gaps at the end of eighth grade between white and racial/ethnic minority children and between children from higher- and lower-income families are rooted in large yet modifiable general knowledge gaps already present by thetime children enter kindergarten, according to new research published today in Educational Researcher, a peer-reviewed journal of the American Educational Research Association.

Analyzing data from the National Center for Education Statistics on over 7,750 children from kindergarten entry to the end of eighth grade, a team of researchers—Paul L. Morgan (Pennsylvania State University), George Farkas (University of California, Irvine), Marianne M. Hillemeier (Pennsylvania State University), and Steve Maczuga (Pennsylvania State University)—found that kindergarten children’s general knowledge about the world was the strongest predictor of their general knowledge in first grade, which in turn was the strongest predictor of their science achievement in third grade. Children’s science achievement gaps were then fairly stable from third through eighth grade.

Mathematics and reading achievement were associated with science achievement during third to eighth grades, suggesting that increasing math and reading skills for lower performing children may help to address science achievement gaps. The findings are consistent with prior research showing that the level of children’s achievement in reading or mathematics by kindergarten is strongly predictive of their achievement throughout elementary school, and that achievement gaps begin very early.

“If you enter kindergarten with very little knowledge about the natural and social world, you are likely to be struggling in science by third grade, and you are then likely to still be struggling in science by eighth grade,” said Paul L. Morgan, an associate professor of education policy studies at Pennsylvania State University.

Among children entering kindergarten with low levels of general knowledge, 62 percent and 54 percent were struggling in science in third and eighth grade, respectively.

General knowledge gaps between racial/ethnic minority and white children were already large at kindergarten entry. For example, 58 percent, 41 percent, and 52 percent of black, Hispanic, and American Indian children had general knowledge scores in the bottom 25 percent at kindergarten entry. The contrasting percentage for white children was only 15 percent. About 65 percent of low-income children entered kindergarten with low levels of general knowledge. Only 10 percent of high-income children did so.

“We were dismayed by how early the gaps emerged,” said Morgan. “However, the gaps were also largely explained by modifiable factors, including those that can be addressed by policymakers. Our findings argue for the importance of intervening early, particularly for children who may be at risk because of fewer opportunities to informally learn about science prior to beginning elementary school.”

The researchers noted that children from traditionally marginalized groups have lower access to high-quality childcare and preschools, a circumstance that limits their learning opportunities prior to entering kindergarten. Income inequality and racial segregation in schools then perpetuate the disparities in learning opportunities and contribute to science achievement gaps throughout the elementary and middle grades.

“Science achievement gaps are themselves mostly explained by underlying inequities that we, as a society, too often tolerate or simply decide not to fully address,” Morgan said.

The findings suggest that, for the United States to retain its long-term scientific and economic competitiveness, policymakers should redouble efforts to ensure access to high-quality early learning experiences in childcare settings, preschools, and elementary schools, particularly for children who are at risk. According to a 2010 National Academies report, low levels of science achievement in the United States are no longer a “gathering storm” but now are “rapidly approaching a Category 5” in their potential to derail the nation’s long-term global competitiveness. Waiting to address science achievement gaps by middle or high school may be waiting too late.

At the family level, Morgan said that regularly talking and interacting with very young children, pointing out and conversing about physical, natural, and social events that are occurring around them, and supportively extending their general knowledge about the world may be ways that parents can help their children learn the facts and concepts that will prepare them to take full advantage of the science instruction they receive during elementary and middle school.

To read the full study, click HERE. To speak with study author Paul L. Morgan, please contact Tony Pals at tpals@aera.net or Victoria Oms at voms@aera.net.

Funding Note
Funding for this study was provided by the National Center for Special Education Research, Institute of Education Sciences, U.S. Department of Education.

About AERA
The American Educational Research Association (AERA) is the largest national interdisciplinary research association devoted to the scientific study of education and learning. Founded in 1916, AERA advances knowledge about education, encourages scholarly inquiry related to education, and promotes the use of research to improve education and serve the public good. Find AERA on Facebook and Twitter.

People tend to cluster in neighborhoods based upon class as much as race. Good teachers tend to gravitate toward neighborhoods where they are paid well and students come from families who mirror their personal backgrounds and values. Good teachers make a difference in a child’s life. One of the difficulties in busing to achieve equity in education is that neighborhoods tend to be segregated by class as well as race. People often make sacrifices to move into neighborhoods they perceive mirror their values. That is why there must be good schools in all segments of the country and there must be good schools in all parts of this society. A good education should not depend upon one’s class or status.

Where information leads to Hope. © Dr. Wilda.com

Dr. Wilda says this about that ©

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Arizona State University study: In race stereotypes, issues are not so black and white

1 Jan

Moi wrote about the intersection of race and class in Michael Petrilli’s decision: An ed reformer confronts race and class when choosing a school for his kids. It is worth reviewing that post. https://drwilda.com/tag/class-segregation/

Many educators have long recognized that the impact of social class affects both education achievement and life chances after completion of education. There are two impacts from diversity, one is to broaden the life experience of the privileged and to raise the expectations of the disadvantaged. Social class matters in not only other societies, but this one as well.

A few years back, the New York Times did a series about social class in America. That series is still relevant. Janny Scott and David Leonhardt’s overview, Shadowy Lines That Still Divide describes the challenges faced by schools trying to overcome the disparity in education. The complete series can be found at Social Class http://www.nytimes.com/pages/national/class/https://drwilda.com/2011/11/07/race-class-and-education-in-america/

U.S. News reported in the article, Study Finds Students Underperform in Schools With Large Black Populations:

As concerns mount over the resegregation of the nation’s public schools, a new federal study shows that black and white students at schools with a high density of black students perform worse than those at schools with a lower density of black students.

The report, released Thursday by the National Center for Education Statistics, the research arm of the U.S. Department of Education, sheds new light on the achievement gap between white and black students and bolsters policymakers’ fears about the ramifications of increasingly segregated schools….http://www.usnews.com/news/articles/2015/09/24/study-finds-students-underperform-in-schools-with-large-black-populations

Perceptions about race are often rooted in perceptions about class with many viewing Blacks no matter their economic status as lower class.

Science Daily reported in In race stereotypes, issues are not so black and white:

Recent race-related events in Ferguson, Mo., St. Louis, Baltimore, Chicago, Charleston, S.C., and New York City — all point to the continuing need to study and understand race relations in modern America. These events show how race and stereotypes are intertwined and can lead to explosive situations and protests.

Now, three Arizona State University researchers have approached this problem by asking, why do white Americans’ stereotypes of black Americans take the particular forms they do? The answer, surprisingly, may have little to do with race, per se. Instead, many predominant race stereotypes reflect beliefs about how people from different environments, or ‘ecologies,’ are likely to think and behave.

In “Ecology-driven stereotypes override race stereotypes,” published in the early online edition of Proceedings of the National Academy of Sciences, ASU doctoral students Keelah Williams and Oliver Sng, together with Steven Neuberg, an ASU Foundation Professor of Psychology, conducted a series of five studies examining the stereotypes people hold about individuals who live in resource-poor and unpredictable (‘desperate’) environments as compared to those who live in resource-sufficient and predictable (‘hopeful’) environments.

Research shows that desperate and hopeful environments tend to shape the behavior of those living within them by altering the costs and benefits of different behavioral strategies. Desperate ecologies tend to reward ‘faster,’ present-focused behaviors whereas hopeful ecologies tend to reward ‘slower,’ future-oriented behaviors.

Because ecology shapes behavior, the authors argue, social perceivers are likely to use cues to another’s ecology, or environment they come from, to make predictions about how that person is likely to think and behave. Indeed, research participants stereotyped those from desperate environments as relatively faster — as more impulsive, sexually promiscuous, likely to engage in opportunistic behavior and as less invested in their education and children, than individuals from hopeful ecologies….

“In America, race and ecology are somewhat confounded — whites are more likely to live in relatively hopeful ecologies, and blacks are more likely to live in relatively desperate ecologies,” said Williams. “We wanted to examine whether Americans were actually using race as a cue to ecology, and if so, whether providing ecology information independently from race information would lead people to decrease their use of race stereotypes.”

To assess the relationship between ecology and race stereotypes, the researchers first examined participants’ stereotypes of individuals from desperate and hopeful ecologies (with no race information provided) and compared these responses to participants’ stereotypes of blacks and whites (with no ecology information provided). The patterns were identical — stereotypes of blacks mirrored stereotypes of individuals from desperate environments, and stereotypes of whites mirrored stereotypes of individuals from hopeful environments….                                                 http://www.sciencedaily.com/releases/2015/12/151229204648.htm

Citation:

In race stereotypes, issues are not so black and white

Date:           December 29, 2015

Source:         Arizona State University

Summary:

Recent race-related events in Ferguson, Mo., St. Louis, Baltimore, Chicago, Charleston, S.C., and New York City — all point to the continuing need to study and understand race relations in modern America. These events show how race and stereotypes are intertwined and can lead to explosive situations and protests. Now, three researchers have approached this problem by asking, why do white Americans’ stereotypes of black Americans take the particular forms they do?

Journal Reference:

  1. Keelah E. G. Williams, Oliver Sng, Steven L. Neuberg. Ecology-driven stereotypes override race stereotypes. Proceedings of the National Academy of Sciences, 2015; 201519401 DOI: 10.1073/pnas.1519401113

Here is the press release from Arizona State University:

Researchers find that in race stereotypes, issues are not so black and white

Department of Psychology College of Liberal Arts and Sciences

December 28, 2015

Recent race-related events — in Ferguson, Missouri; St. Louis; Baltimore; Chicago; Charleston, South Carolina; and New York City — all point to the continuing need to study and understand race relations in modern America. These events show how race and stereotypes are intertwined and can lead to explosive situations and protests.

Now, three Arizona State University researchers have approached this problem by asking, why do white Americans’ stereotypes of black Americans take the particular forms they do? The answer, surprisingly, may have little to do with race, per se. Instead, many predominant race stereotypes reflect beliefs about how people from different environments, or “ecologies,” are likely to think and behave.

In “Ecology-driven stereotypes override race stereotypes,” published in the early online edition of Proceedings of the National Academy of Sciences, ASU doctoral students Keelah Williams and Oliver Sng, together with Steven Neuberg, an ASU Foundation Professor of psychology in the College of Liberal Arts and Sciences, conducted a series of five studies examining the stereotypes people hold about individuals who live in resource-poor and unpredictable (“desperate”) environments as compared with those who live in resource-sufficient and predictable (“hopeful”) environments.

Research shows that desperate and hopeful environments tend to shape the behavior of those living within them by altering the costs and benefits of different behavioral strategies. Desperate ecologies tend to reward “faster,” present-focused behaviors whereas hopeful ecologies tend to reward “slower,” future-oriented behaviors.

Because ecology shapes behavior, the authors argue, social perceivers are likely to use cues to another’s ecology, or environment they come from, to make predictions about how that person is likely to think and behave. Indeed, research participants stereotyped those from desperate environments as relatively faster — as more impulsive, sexually promiscuous, likely to engage in opportunistic behavior and as less invested in their education and children, than individuals from hopeful ecologies.

But why are these ecology-driven stereotypes relevant for understanding the content of race stereotypes?

“In America, race and ecology are somewhat confounded — whites are more likely to live in relatively hopeful ecologies, and blacks are more likely to live in relatively desperate ecologies,” said Williams. “We wanted to examine whether Americans were actually using race as a cue to ecology, and if so, whether providing ecology information independently from race information would lead people to decrease their use of race stereotypes.”

To assess the relationship between ecology and race stereotypes, the researchers first examined participants’ stereotypes of individuals from desperate and hopeful ecologies (with no race information provided) and compared these responses to participants’ stereotypes of blacks and whites (with no ecology information provided). The patterns were identical — stereotypes of blacks mirrored stereotypes of individuals from desperate environments, and stereotypes of whites mirrored stereotypes of individuals from hopeful environments.

“However, when provided with information about both the race and ecology of others, individuals’ inferences about others reflect their ecology rather than their race,” Williams said. Black and white targets from desperate ecologies were stereotyped similarly, and black and white targets from hopeful ecologies were stereotyped similarly.

“In thinking about black and white individuals from hopeful and desperate ecologies, information about the individuals’ home ecology trumped information about their race,” Williams said.

The researchers stress that these findings shouldn’t be taken to imply that race is unimportant, or that stereotypes about people from desperate ecologies are the only source of racial prejudices. Moreover, the researchers note several important caveats for interpreting their findings.

First, said Neuberg, “although in present-day America blacks are more likely than whites to be from desperate ecologies, and whites are more likely than blacks to be from hopeful ecologies, this association between race and ecology is far from perfect, meaning that race is an imperfect cue to ecology. Second, even stereotypes that do possess meaningful kernels of truth are rarely perfect representations of any particular individual. Third, because people are biased to exaggerate perceived threats, stereotypes of those from desperate ecologies are likely to be more extreme than is warranted by the actual behaviors of people living within those ecologies.”

Findings of this study have potentially important implications for understanding the content of race stereotypes in America.

“Race stereotypes have far-reaching consequences,” said Williams. “Stereotypes about groups can lead to negative prejudices and discrimination directed towards members of those groups. If we can understand why American race stereotypes take the particular forms they do, we may be able to find new ways of reducing racial prejudices and discrimination.”

The research was funded by the U.S. National Science Foundation and the Arizona State University Foundation for a New American University.

Discoveries Department of Psychology College of Liberal Arts and Sciences Psychology Research Social Science

Skip Derra

Associate Director , Media Relations & Strategic Communications

480-965-4823 skip.derra@asu.edu

The best way to eliminate poverty is job creation, job growth, and job retention. The Asian Development Bank has the best concise synopsis of the link between Education and Poverty http://www.adb.org/documents/assessing-development-impact-breaking-cycle-poverty-through-education  For a good article about education and poverty which has a good bibliography, go to Poverty and Education, Overview http://education.stateuniversity.com/pages/2330/Poverty-Education.html  There will not be a good quality of life for most citizens without a strong education system and an economic system which produces jobs. One of the major contributors to poverty in third world nations is limited access to education and job opportunities. Without continued sustained investment in education and job creation, we are the next third world country.

Related:

Michael Petrilli’s decision: An ed reformer confronts race and class when choosing a school for his kids

https://drwilda.com/2012/11/11/micheal-pettrillis-decision-an-ed-reformer-confronts-race-and-class-when-choosing-a-school-for-his-kids/

The role economic class plays in college success

https://drwilda.com/2012/12/22/the-role-economic-class-plays-in-college-success/

The ‘school-to-prison pipeline

https://drwilda.com/2012/11/27/the-school-to-prison-pipeline/

Trying not to raise a bumper crop of morons: Hong Kong’s ‘tutor kings and queens’
https://drwilda.com/2012/11/26/trying-not-to-raise-a-bumper-crop-of-morons-hong-kongs-tutor-kings-and-queens/

Where information leads to Hope. © Dr. Wilda.com

Dr. Wilda says this about that ©

Blogs by Dr. Wilda:

COMMENTS FROM AN OLD FART©

https://drwildaoldfart.wordpress.com/

Dr. Wilda Reviews ©

http://drwildareviews.wordpress.com/

Dr. Wilda ©

https://drwilda.com/

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University of Delaware study: Study Suggests Children’s Racial Stereotyping Can Be Reversed

10 Sep

Many educators have long recognized that the impact of social class affects both education achievement and life chances after completion of education. There are two impacts from diversity; one is to broaden the life experience of the privileged and to raise the expectations of the disadvantaged. Social class matters in not only other societies, but this one as well.

A few years back, the New York Times did a series about social class in America. That series is still relevant. Janny Scott and David Leonhardt’s overview, Shadowy Lines That Still Divide describes the challenges faced by schools trying to overcome the disparity in education. The complete series can be found at Social Class http://www.nytimes.com/2005/05/15/national/class/OVERVIEW-FINAL.html?pagewanted=all&_r=0 and http://www.nytimes.com/2005/05/15/national/class/OVERVIEW-FINAL.html

Sarah Garland wrote in the Atlantic article, When Class Became More Important to a Child’s Education Than Race:

On a weekday afternoon in July, Jessica Klaitman pulled her 16-month-old daughter Hannah out of a stroller in the lobby of the New York Kids Club, a “child-enrichment center” with four classrooms, a dance studio, and gym space in Brooklyn Heights, N.Y.
Hannah was sleepy after a nap, but her face lit up as she was let loose with several other toddlers and their nannies. She grabbed some blocks and then headed to a table stocked with piles of a pink, play-dough-like sculpting material. For 45 minutes, the children wandered around wielding dolls and blocks, grabbing at each others’ toys and taking turns on a miniature slide. When time was up, they sang along with the “Clean-Up Song” and helped put away the mess.

A drop-in class at the New York Kids Club costs about $47, according to an employee. Hannah’s playgroup that day was free, but only because Klaitman, 40, and her husband, Jordan Small, 39, have enrolled their three children in package deals for classes in karate and preschool–which run about $650 per child for 17 once-a-week sessions. Klaitman estimates she’s dropped thousands of dollars at the club over the years, not to mention what she spends on the private preschool her oldest son attends, additional classes in Spanish and music elsewhere, and the family’s museum memberships.

The Klaitman-Smalls’ considerable investment in their children is becoming the norm for families like theirs who are in the top tiers of the country’s income distribution. The resources the affluent are pouring into their children are also driving a growing divide between academic outcomes of the children of the well-to-do and those of everyone else’s kids. That widening academic divide means that kids who are born poor and kids who are born rich are increasingly likely to stay that way once they reach adulthood….
Researchers say the expanding class gap in education is likely a byproduct of the country’s widening income inequality. There’s been an explosion in spending by well-to-do parents on their children: The amount has more than doubled in the last 30 years, according to work by Columbia University School of Social Work researchers Neeraj Kaushal and Jane Waldfogel and Katherine Magnuson of the University of Wisconsin.
Parents in the top quintile of income in the U.S. (households earning at least $102,000 in 2011, according to census data compiled by the Tax Policy Institute, a nonprofit research group) now spend more than double what parents in the second quintile (earning at least $62,000) spend on trips for their children-about $2,000 per year compared with $800, the Kaushal study found. They also spend significantly more on childcare, computers, books, and private-school tuition than their non-wealthy peers…. http://www.theatlantic.com/national/archive/2013/08/when-class-became-more-important-to-a-childs-education-than-race/279064/
See, How do upper-class parents prepare their kids for success in the world? http://sandiegoeducationreport.org/talkingtokids.html

Moi wrote about the intersection of race and class in Michael Petrilli’s decision: An ed reformer confronts race and class when choosing a school for his kids. It is worth reviewing that post. https://drwilda.com/tag/class-segregation/ Lindsey Layton wrote in the Washington Post article, Schools dilemma for gentrifiers: Keep their kids urban, or move to suburbia?

When his oldest son reached school age, Michael Petrilli faced a dilemma known to many middle-class parents living in cities they helped gentrify: Should the family flee to the homogenous suburbs for excellent schools or stay urban for diverse but often struggling schools?

Petrilli, who lived in Takoma Park with his wife and two sons, was torn, but he knew more than most people about the choice before him. Petrilli is an education expert, a former official in the Education Department under George W. Bush and executive vice president at the Thomas B. Fordham Institute, a right-leaning education think tank.
He set out to learn as much as he could about the risks and benefits of socioeconomically diverse schools, where at least 20 percent of students are eligible for the federal free or reduced-price lunch program. And then he wrote about it….

Petrilli said he wanted his son to have friends from all backgrounds because he believes that cultural literacy will prepare him for success in a global society.
But he worried that his son might get lost in a classroom that has a high percentage of poor children, that teachers would be focused on the struggling children and have less time for their more privileged peers.

As Petrilli points out in the book, this dilemma doesn’t exist for most white, middle-class families. The vast majority — 87 percent — of white students attend majority white schools, Petrilli says, even though they make up just about 50 percent of the public school population.

And even in urban areas with significant African American and Latino populations, neighborhood schools still tend to be segregated by class, if not by race. In the Washington region, less than 3 percent of white public school students attend schools where poor children are the majority, according to Petrilli.
Gentrification poses new opportunities for policymakers to desegregate schools, Petrilli argues….

In the end, Petrilli moved from his Takoma Park neighborhood school — diverse Piney Branch Elementary, which is 33 percent low-income — to Wood Acres Elementary in Bethesda, where 1 percent of the children are low-income, 2 percent are black and 5 percent are Hispanic. http://www.washingtonpost.com/local/education/schools-dilemma-for-urban-gentrifiers-keep-their-kids-urban-or-move-to-suburbia/2012/10/14/02083b6c-131b-11e2-a16b-2c110031514a_story.html

A University of Delaware study examines race perception.

Education News reported in Study Suggests Children’s Racial Stereotyping Can Be Reversed:

New research out of the University of Delaware has found that infants can be trained to undo the unconscious racial biases they were previously found to hold.

The findings come as part of an ongoing multi-country collaboration that has been conducted by Paul Quinn, professor of psychological and brain sciences at the University, for the last 10 years through the help of a National Institutes of Health grant. Working with researchers from Canada, France and China, the team has been exploring the ability of infants to categorize faces by race and gender.

Noting the amount of time that infants spent looking at photos of faces, Quinn observed that beginning at 3 months of age, children tend to prefer photos of faces that they typically see more often in their daily lives. In particular, babies enjoyed looking at photos of females who were of the same race as themselves.

As the infants approached 9 months of age, they could not only determine different racial categories, but also were less able to distinguish between individuals of lesser-known races. One example found Caucasian infants being able to clearly identify Caucasian faces, but not as likely to see Asian or African faces, reports Ellie Zolfagharifard for The Daily Mail.

“Our original thinking about the 9-month-old findings was that this process that we call ‘narrowing’ is based on visual perception, not any social bias,” Quinn said. “But then the question we asked was: Might these perceptual biases we see in infants be related to the social biases that we see in older kids, beginning at 3 or 4 years of age, and adults?

“And if they are, can we use a technique to reduce bias? As we tried to answer this question, we hit on the idea that if the perceptual and social biases are linked, we might be able to reduce the social bias by perceptual means.”
For the new study, scientists in China combined photos of Asian faces with that of African faces to make one single race. Some of the photos showed smiling individuals while other faces looked angrier. The images were then showed to groups of 4 and 6 year olds who identified the smiling faces as Asian and the severe faces as African, a group of people they were not used to seeing….

Quinn added that further research is needed to determine how long the effects last.
– See more at: http://www.educationnews.org/parenting/study-suggests-childrens-racial-stereotyping-can-be-reversed/#sthash.gnsep0nC.dpuf

Citation:

Individuation training with other-race faces reduces preschoolers’ implicit racial bias: a link between perceptual and social representation of faces in children
1. Wen S. Xiao1,2,
2. Genyue Fu1,
3. Paul C. Quinn3,
4. Jinliang Qin1,
5. James W. Tanaka4,
6. Olivier Pascalis5 and
7. Kang Lee1,2,*
Article first published online: 5 OCT 2014
DOI: 10.1111/desc.12241
© 2014 John Wiley & Sons Ltd
Issue
Developmental Science
Volume 18, Issue 4, pages 655–663, July 2015

• Abstract
• Article
• References
• Cited By
View Full Article (HTML) Enhanced Article (HTML) Get PDF (399K)
Abstract
The present study examined whether perceptual individuation training with other-race faces could reduce preschool children’s implicit racial bias. We used an ‘angry = outgroup’ paradigm to measure Chinese children’s implicit racial bias against African individuals before and after training. In Experiment 1, children between 4 and 6 years were presented with angry or happy racially ambiguous faces that were morphed between Chinese and African faces. Initially, Chinese children demonstrated implicit racial bias: they categorized happy racially ambiguous faces as own-race (Chinese) and angry racially ambiguous faces as other-race (African). Then, the children participated in a training session where they learned to individuate African faces. Children’s implicit racial bias was significantly reduced after training relative to that before training. Experiment 2 used the same procedure as Experiment 1, except that Chinese children were trained with own-race Chinese faces. These children did not display a significant reduction in implicit racial bias. Our results demonstrate that early implicit racial bias can be reduced by presenting children with other-race face individuation training, and support a linkage between perceptual and social representations of face information in children.
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Here is the press release from the University of Delaware:

New research finds a way to reverse children’s racial stereotyping

August 25, 2015 by Ann Manser

Lillian May Clark sits on the lap of her mother, Kimberly Clark, and looks at images of faces being shown to her by undergraduate research assistant Jennie Lowe. Credit: Evan Krape
New research by a University of Delaware psychological scientist and his collaborators across the globe has found a simple exercise that can undo the unconscious racial biases that young children have—biases that may begin to develop as early as infancy.

The findings are part of an ongoing, multi-country collaboration that has been conducted by Paul Quinn, professor of psychological and brain sciences at UD, for more than a decade. Funded by a National Institutes of Health (NIH) grant, Quinn works with researchers in Canada, France and China to explore how infants mentally classify faces by race and gender. This research has recently received attention in the New York Times and the Guardian.

Using an established technique of measuring how much time the babies spend looking at pictures of faces, Quinn has learned that 3-month-olds begin showing a visual preference for the categories—generally, female and the same race as themselves—that they see most often in their daily lives.
By 9 months of age, infants not only distinguish racial categories but also become less able to tell different individuals apart if they are members of a less-familiar race. For example, Caucasian infants can identify Caucasian faces as belonging to different individuals, but they are less likely to see Asian or African faces as distinct individuals.

“Our original thinking about the 9-month-old findings was that this process that we call ‘narrowing’ is based on visual perception, not any social bias,” Quinn said. “But then the question we asked was: Might these perceptual biases we see in infants be related to the social biases that we see in older kids, beginning at 3 or 4 years of age, and adults?

“And if they are, can we use a technique to reduce bias? As we tried to answer this question, we hit on the idea that if the perceptual and social biases are linked, we might be able to reduce the social bias by perceptual means.”

In this new study, published in July in the journal Developmental Science, Quinn and his collaborators in China used photos of African and Asian faces and morphed them together to create ambiguous images that looked equally African and Asian. Some of the faces had pleasant expressions, while others looked more severe.

When researchers showed the images to 4- to 6-year-olds in China, the children identified the happy faces as Asian—the category they were used to seeing—and the angry faces as African, a group they rarely saw in daily life.

The scientists’ next step was to see whether the children’s unconscious racial biases could be disrupted. They showed the youngsters five different African faces and gave each of the individuals a name, repeating the process until the children could identify each of the five faces by name.
When the children then looked at the happy and angry ambiguous-race photos again, their bias in favor of their own racial group had dropped significantly.

“This process of getting the kids to respond to the [five African] faces as individuals, not as a category, only takes 15-30 minutes, and it made a significant difference,” Quinn said. “It suggests that what is a social bias has [visual] perceptual components and that it can be disrupted.”

Many questions remain for further study, he said. Among them: After children go through the face-identification exercise and reduce their unconscious bias, how long does that effect last? Also, what aspect of the training is the critical ingredient? Is it mere exposure, or is it the act of individuation?
“This has caused us to rethink what’s going on” in the link between perception and social bias, Quinn said. “There are a number of avenues we want to explore.”

Research continues on infant perception

Another, related study that Quinn conducted in his lab at UD with babies from the Newark, Delaware, area has been published online by Developmental Science, with print publication expected in the future.
In this study, researchers worked with Caucasian babies to explore how and at what ages they began forming categories of people based on the racial characteristics of faces.
At 6 months, Quinn said, the infants were classifying faces into three groups—Caucasian, African and Asian. But just a few months later, they had grouped the African and Asian faces together into a single category.

“This was the surprise finding,” Quinn said. “At 9 months, they didn’t respond to the differences between the African and Asian categories, but instead they had two broad categories, ‘own race’ and ‘other race.’
“It doesn’t seem to matter to a Caucasian infant who has seen mostly Caucasian faces if a face is African or Asian. They only care that it’s not Caucasian. We think it might be a precursor to an initial ‘in group-out group’ differentiation of faces.
“This result suggests that perceptual and social proce ssing of faces may overlap even in infants.”
Again, the findings suggest other issues to explore. A current study is investigating whether infants have positive associations with faces of their own, familiar race and more negative associations with less familiar faces from other races.

All the research that Quinn and his collaborators have been conducting since their initial NIH grant in 2004 centers on category formation—a basic cognitive process in which very young babies begin mentally classifying objects and animals in a way that, for example, sets apart squares from triangles and cats from dogs. Extending that research to faces led to the findings that infants also categorize images of people by gender and race.

Explore further: Infants taught to maintain ability to distinguish between other-race groups

More information: “Individuation training with other-race faces reduces preschoolers’ implicit racial bias: a link between perceptual and social representation of faces in children.” Developmental Science, 18: 655–663. doi: 10.1111/desc.12241
Journal reference: Developmental Science

Often, schools are segregated by both race and class. Class identification is very important in education because of class and peer support for education achievement and the value placed on education by social class groups. Moi does not condemn Mr. Petrilli for doing what is best for his family because when the rubber meets the road that is what parents are supposed to do. His family’s situation is just an example of the intersection of race and class in education.

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Everyone is focused on race, social class may be as or more important

15 May

Many educators have long recognized that the impact of social class affects both education achievement and life chances after completion of education. There are two impacts from diversity; one is to broaden the life experience of the privileged and to raise the expectations of the disadvantaged. Social class matters in not only other societies, but this one as well.
A few years back, the New York Times did a series about social class in America. That series is still relevant. Janny Scott and David Leonhardt’s overview, Shadowy Lines That Still Divide describes the challenges faced by schools trying to overcome the disparity in education. The complete series can be found at Social Class http://www.nytimes.com/2005/05/15/national/class/OVERVIEW-FINAL.html?pagewanted=all&_r=0 and http://www.nytimes.com/2005/05/15/national/class/OVERVIEW-FINAL.html

Sarah Garland wrote in the Atlantic article, When Class Became More Important to a Child’s Education Than Race:

On a weekday afternoon in July, Jessica Klaitman pulled her 16-month-old daughter Hannah out of a stroller in the lobby of the New York Kids Club, a “child-enrichment center” with four classrooms, a dance studio, and gym space in Brooklyn Heights, N.Y.

Hannah was sleepy after a nap, but her face lit up as she was let loose with several other toddlers and their nannies. She grabbed some blocks and then headed to a table stocked with piles of a pink, play-dough-like sculpting material. For 45 minutes, the children wandered around wielding dolls and blocks, grabbing at each others’ toys and taking turns on a miniature slide. When time was up, they sang along with the “Clean-Up Song” and helped put away the mess.

A drop-in class at the New York Kids Club costs about $47, according to an employee. Hannah’s playgroup that day was free, but only because Klaitman, 40, and her husband, Jordan Small, 39, have enrolled their three children in package deals for classes in karate and preschool–which run about $650 per child for 17 once-a-week sessions. Klaitman estimates she’s dropped thousands of dollars at the club over the years, not to mention what she spends on the private preschool her oldest son attends, additional classes in Spanish and music elsewhere, and the family’s museum memberships.

The Klaitman-Smalls’ considerable investment in their children is becoming the norm for families like theirs who are in the top tiers of the country’s income distribution. The resources the affluent are pouring into their children are also driving a growing divide between academic outcomes of the children of the well-to-do and those of everyone else’s kids. That widening academic divide means that kids who are born poor and kids who are born rich are increasingly likely to stay that way once they reach adulthood….

Researchers say the expanding class gap in education is likely a byproduct of the country’s widening income inequality. There’s been an explosion in spending by well-to-do parents on their children: The amount has more than doubled in the last 30 years, according to work by Columbia University School of Social Work researchers Neeraj Kaushal and Jane Waldfogel and Katherine Magnuson of the University of Wisconsin.

Parents in the top quintile of income in the U.S. (households earning at least $102,000 in 2011, according to census data compiled by the Tax Policy Institute, a nonprofit research group) now spend more than double what parents in the second quintile (earning at least $62,000) spend on trips for their children-about $2,000 per year compared with $800, the Kaushal study found. They also spend significantly more on childcare, computers, books, and private-school tuition than their non-wealthy peers…. http://www.theatlantic.com/national/archive/2013/08/when-class-became-more-important-to-a-childs-education-than-race/279064/

See, How do upper-class parents prepare their kids for success in the world? http://sandiegoeducationreport.org/talkingtokids.html

Moi wrote about the intersection of race and class in Michael Petrilli’s decision: An ed reformer confronts race and class when choosing a school for his kids. It is worth reviewing that post. https://drwilda.com/tag/class-segregation/ Lindsey Layton wrote in the Washington Post article, Schools dilemma for gentrifiers: Keep their kids urban, or move to suburbia?
When his oldest son reached school age, Michael Petrilli faced a dilemma known to many middle-class parents living in cities they helped gentrify: Should the family flee to the homogenous suburbs for excellent schools or stay urban for diverse but often struggling schools?

Petrilli, who lived in Takoma Park with his wife and two sons, was torn, but he knew more than most people about the choice before him. Petrilli is an education expert, a former official in the Education Department under George W. Bush and executive vice president at the Thomas B. Fordham Institute, a right-leaning education think tank.
He set out to learn as much as he could about the risks and benefits of socioeconomically diverse schools, where at least 20 percent of students are eligible for the federal free or reduced-price lunch program. And then he wrote about it….

Petrilli said he wanted his son to have friends from all backgrounds because he believes that cultural literacy will prepare him for success in a global society.

But he worried that his son might get lost in a classroom that has a high percentage of poor children, that teachers would be focused on the struggling children and have less time for their more privileged peers.
As Petrilli points out in the book, this dilemma doesn’t exist for most white, middle-class families. The vast majority — 87 percent — of white students attend majority white schools, Petrilli says, even though they make up just about 50 percent of the public school population.

And even in urban areas with significant African American and Latino populations, neighborhood schools still tend to be segregated by class, if not by race. In the Washington region, less than 3 percent of white public school students attend schools where poor children are the majority, according to Petrilli.

Gentrification poses new opportunities for policymakers to desegregate schools, Petrilli argues….

In the end, Petrilli moved from his Takoma Park neighborhood school — diverse Piney Branch Elementary, which is 33 percent low-income — to Wood Acres Elementary in Bethesda, where 1 percent of the children are low-income, 2 percent are black and 5 percent are Hispanic. http://www.washingtonpost.com/local/education/schools-dilemma-for-urban-gentrifiers-keep-their-kids-urban-or-move-to-suburbia/2012/10/14/02083b6c-131b-11e2-a16b-2c110031514a_story.html

Often, schools are segregated by both race and class. Class identification is very important in education because of class and peer support for education achievement and the value placed on education by social class groups. Moi does not condemn Mr. Petrilli for doing what is best for his family because when the rubber meets the road that is what parents are supposed to do. His family’s situation is just an example of the intersection of race and class in education.

Where information leads to Hope. © Dr. Wilda.com

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Blogs by Dr. Wilda:

COMMENTS FROM AN OLD FART©
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Education Trust report: High-Achieving disadvantaged students and students of color fall behind in high school

20 Apr

Moi wrote about the intersection of race and class in Michael Petrilli’s decision: An ed reformer confronts race and class when choosing a school for his kids. It is worth reviewing that post. https://drwilda.com/tag/class-segregation/

Moi wrote about the intersection of race and class in education in Race, class, and education in America:
Many educators have long recognized that the impact of social class affects both education achievement and life chances after completion of education. There are two impacts from diversity, one is to broaden the life experience of the privileged and to raise the expectations of the disadvantaged. Social class matters in not only other societies, but this one as well.
A few years back, the New York Times did a series about social class in America. That series is still relevant. Janny Scott and David Leonhardt’s overview, Shadowy Lines That Still Divide describes the challenges faced by schools trying to overcome the disparity in education. The complete series can be found at Social Class https://drwilda.com/2011/11/07/race-class-and-education-in-america/

Allie Bidwell reported in the US News article, Study: Top Minority Students Fall Off During High School:

Despite entering high school at the tops of their classes, many high-performing minority and disadvantaged students finish with lower grades, lower AP exam passage rates and lower SAT and ACT scores than their high-achieving white and more advantaged peers, according to a report released Wednesday by The Education Trust.
The gaps based on race and socioeconomic status suggest “differential learning experiences” while the students are in high school, the report says. Overall, high-achieving students of color and those from low socioeconomic backgrounds were twice as likely as their white and more advantaged counterparts to not take college admissions tests, for example. And when they did take the SAT, high-achieving black students and those from low socioeconomic backgrounds scored nearly 100 points lower, the report says.
“These are the students who arrive at high school most ready to take advantage of rigorous and high-level instruction,” Marni Bromberg, The Education Trust’s research associate and co-author of the report, said in a statement. “But to reach the academic levels that they are capable of, they need exposure to challenging curriculum as well as support and guidance from their schools, including in selecting a college that can really challenge them.”
The report also found racial and socioeconomic status gaps in terms of students’ GPAs. High-achieving black and Latino students were significantly more likely than high-achieving white students to have C averages. In fact, more than three-quarters of high-achieving black students had a B average or lower, compared with a little more than half of white students. High-achieving students from lower socioeconomic backgrounds were also significantly less likely to have higher GPAs than their more advantaged peers.
Although the Ed Trust report did not look into explanations for the disparities in grades among high-achieving students of different races, it notes that previous research – which explored student, family and school characteristics that could influence grade differences – identified teachers’ perceptions of students as the most influential.
“In particular, teacher beliefs about how hard their students worked explained a great deal of this gap, as opposed to student-reported study habits and behavior records,” the new report says.
Comparisons for college enrollment were more mixed. While high-achieving black students were no less likely than high-achieving white students to enroll in a four-year college or university, white students’ chances were significantly higher than Latino students’. Those from higher socioeconomic backgrounds were also significantly more likely than those from low socioeconomic backgrounds to enroll in four-year schools.
Additionally, high-achieving students of color and those from low socioeconomic backgrounds were significantly less likely to enroll in highly selective four-year colleges and universities. Many highly selective colleges and universities typically accept fewer than 20 percent of applicants. While 34 percent of high-achieving white students enrolled in highly selective universities, just 19 percent of black students and 24 percent of Latino students did so…. http://www.usnews.com/news/articles/2014/04/02/study-top-minority-disadvantaged-students-fall-off-during-high-school

Here is the press report from Education Trust;

High-Achieving Disadvantaged Students and Students of Color Fall Behind as They Progress Through High School, Ed Trust Finds
WASHINGTON (April 2, 2014) — Many black and Latino students and students from low-socioeconomic backgrounds who enter high school as top academic performers lose important ground as they push toward graduation day. When compared to their high-achieving white or more advantaged peers, these students finish high school, on average, with lower grades, lower AP exam pass rates, and lower SAT/ACT scores, according to a report released by The Education Trust.
Click here for an Ed Trust infographic illustrating how black, Latino, and low-socioeconomic status students are falling out of the lead.
“Falling out of the Lead” is the latest report in Ed Trust’s Shattering Expectations series, which focuses on gaps at the high end of achievement. The authors find that, while students of color and students from less advantaged backgrounds are underrepresented among top achievers (i.e., those who score higher than 75 percent of their peers) at entry to high school, there are significant numbers of these students (about 61,250 students of color and 60,300 students from low- socioeconomic backgrounds) who could help diversify the nation’s top colleges and go on to assume leadership roles. However, their performance on college readiness and college attendance measures suggests they are not always privy to the types of instruction, school culture, and support and guidance from their schools that other high achievers get and that would help them to remain at the top.
“These are the students who arrive at high school most ready to take advantage of rigorous and high-level instruction,” said Marni Bromberg, Ed Trust’s research associate and co-author of the report. “But to reach the academic levels that they are capable of, they need exposure to challenging curriculum as well as support and guidance from their schools, including in selecting a college that can really challenge them.”
To examine high-achievers paths through high school and beyond, this report analyzes nationally representative data from the Educational Longitudinal Study of 2002, documenting students’ success on college readiness and enrollment measures:
• High-achieving white, black, and Latino students take similar course loads in high school. However, high-achieving students from low-socioeconomic backgrounds are less likely to take advanced math, advanced science, and AP/IB courses than their more advantaged peers.
• High-achieving black students pass roughly 36 percent of all AP tests they take (with a 3 or better) and high-achieving Latino students pass 51 percent, while high-achieving white students pass 68 percent. High-achieving students from low-socioeconomic backgrounds pass 45 percent of all AP tests taken, compared to their more advantaged peers who pass 73 percent of their exams.
• High-achieving students of color and high-achieving students from low-socioeconomic backgrounds are twice as likely as white and advantaged students not to take college admissions tests.
• 54 percent of high-achieving black students and 41 percent of high-achieving Latino students go on to enroll in moderately or highly selective colleges, compared to 67 percent of white students. Likewise, less than half (44 percent) of high-performing low-socioeconomic status students enroll in these institutions, compared to 78 percent of their more advantaged peers.
To complement these analyses, the authors interviewed five high-achieving, low-income students to hear about their experiences in different high schools around the country and to get their advice on what schools can do to help high achievers. Their stories bring to life practices that contribute to gaps seen in the quantitative data and just how important schools and mentors are in helping students chart a path past graduation. “What holds a lot of students back is people tell them ‘No,’” said one student.
Similarly, the authors interviewed the principal of Ohio’s Columbus Alternative High School — a diverse school where nearly all students graduate — to learn how educators there grow the capacities of high-achieving students, without sacrificing the needs of those who come in behind. The principal believes the only way to truly prepare students for college is to offer authentic, college experiences in high school.
These data and stories, coupled with a series of reflection questions, provide a tool for practitioners to examine what is happening in their own high schools and find solutions to what is preventing high achievers from exceling at the levels they are capable of reaching.
“Serving high-achieving students well is a serious responsibility for our high schools,” said Christina Theokas, director of research and co-author of the report. “Our nation can’t afford this loss of potential. With attention, schools and educators can disrupt the inequitable outcomes experienced by black and Latino students and students from less advantaged backgrounds.”

More has to be done to identify and support high-achieving students from all social classes.

Resources:

Can We Fix Undermatching in Higher Ed? Would it Matter if We Did? http://www.brookings.edu/blogs/brown-center-chalkboard/posts/2014/01/15-undermatching-higher-ed-chingos

Smart, Poor Kids Are Applying to the Wrong Colleges http://www.slate.com/articles/business/moneybox/2013/03/undermatching_half_of_the_smartest_kids_from_low_income_households_don_t.html

The best way to eliminate poverty is job creation, job growth, and job retention. The Asian Development Bank has the best concise synopsis of the link between Education and Poverty http://www.adb.org/documents/assessing-development-impact-breaking-cycle-poverty-through-education For a good article about education and poverty which has a good bibliography, go to Poverty and Education, Overview http://education.stateuniversity.com/pages/2330/Poverty-Education.html There will not be a good quality of life for most citizens without a strong education system. One of the major contributors to poverty in third world nations is limited access to education opportunities. Without continued sustained investment in education, we are the next third world country.

Related:
Michael Petrilli’s decision: An ed reformer confronts race and class when choosing a school for his kids https://drwilda.com/2012/11/11/micheal-pettrillis-decision-an-ed-reformer-confronts-race-and-class-when-choosing-a-school-for-his-kids/

The role economic class plays in college success https://drwilda.com/2012/12/22/the-role-economic-class-plays-in-college-success/

The ‘school-to-prison pipeline’ https://drwilda.com/2012/11/27/the-school-to-prison-pipeline/

Trying not to raise a bumper crop of morons: Hong Kong’s ‘tutor kings and queens’ https://drwilda.com/2012/11/26/trying-not-to-raise-a-bumper-crop-of-morons-hong-kongs-tutor-kings-and-queens/

Where information leads to Hope. © Dr. Wilda.com

Dr. Wilda says this about that ©

Blogs by Dr. Wilda:

COMMENTS FROM AN OLD FART© http://drwildaoldfart.wordpress.com/

Dr. Wilda Reviews © http://drwildareviews.wordpress.com/

Dr. Wilda © https://drwilda.com/

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University of Washington study: Recognition of race starts early

19 Apr

Moi wrote about the intersection of race and class in Michael Petrilli’s decision: An ed reformer confronts race and class when choosing a school for his kids. It is worth reviewing that post. https://drwilda.com/tag/class-segregation/

Moi wrote about race in Race, class, and education in America:
Many educators have long recognized that the impact of social class affects both education achievement and life chances after completion of education. There are two impacts from diversity, one is to broaden the life experience of the privileged and to raise the expectations of the disadvantaged. Social class matters in not only other societies, but this one as well.
A few years back, the New York Times did a series about social class in America. That series is still relevant. Janny Scott and David Leonhardt’s overview, Shadowy Lines That Still Divide describes the challenges faced by schools trying to overcome the disparity in education. The complete series can be found at Social Class https://drwilda.com/2011/11/07/race-class-and-education-in-america/

Science Daily reported in the article, Babies prefer fairness — but only if it benefits them — in choosing a playmate:

The findings, published in the online journal Frontiers in Psychology, show that 15-month-old babies value a person’s fairness — whether or not an experimenter equally distributes toys — unless babies see that the experimenter unevenly distributed toys in a way that benefits a person of the same race as the infant.
“It’s surprising to see these pro-social traits of valuing fairness so early on, but at the same time, we’re also seeing that babies have self-motivated concerns too,” Sommerville said.
Forty white 15-month-old babies sat on their parents’ laps while watching two white experimenters divide toys between recipients. One experimenter divided the toys equally, and the other experimenter divided the toys unequally.
Later, when the babies had a chance to choose who to play with, 70 percent of the time infants preferred the experimenter who distributed the toys fairly. This suggests that when individuals are the same race as the infant, babies favor fair over unfair individuals as playmates.
Next, Sommerville and her team asked a more complex question. What would happen when individuals who were of the same race as the infant actually stood to benefit from inequity?
In a second experiment, 80 white 15-month-old infants saw a fair and an unfair experimenter distribute toys to a white and to an Asian recipient. Half the babies saw the unfair experimenter give more to the Asian recipient; and the other half of babies saw the experimenter give more to the white recipient.
When it came time to decide a playmate, infants seemed more tolerant of unfairness when the white recipient benefited from it. They picked the fair experimenter less often when the unfair experimenter gave more toys to the white recipient versus the Asian recipient.
“If all babies care about is fairness, then they would always pick the fair distributor, but we’re also seeing that they’re interested in consequences for their own group members,” Sommerville said.
The findings imply that infants can take into account both race and social history (how a person treats someone else) when deciding which person would make a better playmate.
“Babies are sensitive to how people of the same ethnicity as the infant, versus a different ethnicity, are treated — they weren’t just interested in who was being fair or unfair,” said Monica Burns, co-author of the study and a former UW psychology undergraduate student. She’s now a psychology graduate student at Harvard University.
“It’s interesting how infants integrate information before choosing who to interact with, they’re not just choosing based on a single dimension,” she said….
http://www.sciencedaily.com/releases/2014/04/140414134051.htm

Citation:

Original Research ARTICLE
Front. Psychol., 12 February 2014 | doi: 10.3389/fpsyg.2014.00093
“I pick you”: the impact of fairness and race on infants’ selection of social partners
Monica P. Burns1 and Jessica A. Sommerville1,2*
• 1Department of Psychology, University of Washington, Seattle, WA, USA
• 2Center for Child and Family Well-being, Department of Psychology, University of Washington, Seattle, WA, USA
By 15 months of age infants are sensitive to violations of fairness norms as assessed via their enhanced visual attention to unfair versus fair outcomes in violation-of-expectation paradigms. The current study investigated whether 15-month-old infants select social partners on the basis of prior fair versus unfair behavior, and whether infants integrate social selections on the basis of fairness with the race of the distributors and recipients involved in the exchange. Experiment 1 demonstrated that after witnessing one adult distribute toys to two recipients fairly (2:2 distribution), and another adult distribute toys to two recipients unfairly (1:3 distribution), Caucasian infants selected fair over unfair distributors when both distributors were Caucasian; however, this preference was not present when the fair actor was Asian and the unfair actor was Caucasian. In Experiment 2, when fairness, the race of the distributor, and the race of the recipients were fully crossed, Caucasian infants’ social selections varied as a function of the race of the recipient advantaged by the unfair distributor. Specifically, infants were more likely to select the fair distributor when the unfair recipient advantaged the Asian (versus the Caucasian) recipient. These findings provide evidence that infants select social partners on the basis of prior fair behavior and that infants also take into account the race of distributors and recipients when making their social selections.

Here is the press release from the University of Washington:

April 14, 2014
Babies prefer fairness – but only if it benefits them – in choosing a playmate
Molly McElroy
News and Information
Posted under: News Releases, Research, Social Science
A couple of years ago a University of Washington researcher who studies how children develop social behaviors like kindness and generosity noticed something odd. The 15-month-old infants in her experiments seemed to be playing favorites among the researchers on her team, being more inclined to share toys or play with some researchers than others.
“It’s not like one experimenter was nicer or friendlier to the babies – we control for factors like that,” said Jessica Sommerville, a UW associate professor of psychology. She took a closer look at the data and realized that the babies were more likely to help researchers who shared the same ethnicity, a phenomenon known as in-group bias, or favoring people who have the same characteristics as oneself.
“At the time, about half of the research assistants in my lab were Asian-American and the other half were Caucasian, and most of the babies in our experiments are Caucasian,” Sommerville said. “We know that by preschool, children show in-group bias concerning race, but results in infants have been mixed.”
She and her research team designed a new experiment to test how race and fairness – a social tendency that infants appear to notice – influence babies’ selection of a playmate.
The findings, published in the online journal Frontiers in Psychology, show that 15-month-old babies value a person’s fairness – whether or not an experimenter equally distributes toys – unless babies see that the experimenter unevenly distributed toys in a way that benefits a person of the same race as the infant.
“It’s surprising to see these pro-social traits of valuing fairness so early on, but at the same time, we’re also seeing that babies have self-motivated concerns too,” Sommerville said.
Forty white 15-month-old babies sat on their parents’ laps while watching two white experimenters divide toys between recipients. One experimenter divided the toys equally, and the other experimenter divided the toys unequally, as shown in this video:
Later, when the babies had a chance to choose who to play with, 70 percent of the time infants preferred the experimenter who distributed the toys fairly. This suggests that when individuals are the same race as the infant, babies favor fair over unfair individuals as playmates.
Watch an example of a “choice trial,” when a baby chose between two experimenters:
Next, Sommerville and her team asked a more complex question. What would happen when individuals who were of the same race as the infant actually stood to benefit from inequity?
In a second experiment, 80 white 15-month-old infants saw a fair and an unfair experimenter distribute toys to a white and to an Asian recipient. Half the babies saw the unfair experimenter give more to the Asian recipient; and the other half of babies saw the experimenter give more to the white recipient.
When it came time to decide a playmate, infants seemed more tolerant of unfairness when the white recipient benefited from it. They picked the fair experimenter less often when the unfair experimenter gave more toys to the white recipient versus the Asian recipient.
“If all babies care about is fairness, then they would always pick the fair distributor, but we’re also seeing that they’re interested in consequences for their own group members,” Sommerville said.
The findings imply that infants can take into account both race and social history (how a person treats someone else) when deciding which person would make a better playmate.
“Babies are sensitive to how people of the same ethnicity as the infant, versus a different ethnicity, are treated – they weren’t just interested in who was being fair or unfair,” said Monica Burns, co-author of the study and a former UW psychology undergraduate student. She’s now a psychology graduate student at Harvard University.
“It’s interesting how infants integrate information before choosing who to interact with, they’re not just choosing based on a single dimension,” she said.
Sommerville is quick to point out that her findings do not mean that babies are racist. “Racism connotes hostility,” she said, “and that’s not what we studied.”
What the study does show is that babies use basic distinctions, including race, to start to “cleave the world apart by groups of what they are and aren’t a part of,” Sommerville said.
The study was funded by a Psychology of Character grant from Wake Forest University.
###
For more information, contact Sommerville at sommej@uw.edu.

If one wants to make people’s heads explode, then mention Black conservative, Thomas Sowell. Better yet, quote him. Is the sound moi hears little explosions all over the blogosphere? Sowell has written an interesting piece, The Education of Minority Children©

While there are examples of schools where this happens in our own time– both public and private, secular and religious– we can also go back nearly a hundred years and find the same phenomenon. Back in 1899, in Washington, D. C., there were four academic public high schools– one black and three white.1 In standardized tests given that year, students in the black high school averaged higher test scores than students in two of the three white high schools.2
This was not a fluke. It so happens that I have followed 85 years of the history of this black high school– from 1870 to 1955 –and found it repeatedly equalling or exceeding national norms on standardized tests.3 In the 1890s, it was called The M Street School and after 1916 it was renamed Dunbar High School but its academic performances on standardized tests remained good on into the mid-1950s.
When I first published this information in 1974, those few educators who responded at all dismissed the relevance of these findings by saying that these were “middle class” children and therefore their experience was not “relevant” to the education of low-income minority children. Those who said this had no factual data on the incomes or occupations of the parents of these children– and I did.
The problem, however, was not that these dismissive educators did not have evidence. The more fundamental problem was that they saw no need for evidence. According to their dogmas, children who did well on standardized tests were middle class. These children did well on such tests, therefore they were middle class.
Lack of evidence is not the problem. There was evidence on the occupations of the parents of the children at this school as far back in the early 1890s. As of academic year 1892-93, there were 83 known occupations of the parents of the children attending The M Street School. Of these occupations, 51 were laborers and one was a doctor.4 That doesn’t sound very middle class to me.
Over the years, a significant black middle class did develop in Washington and no doubt most of them sent their children to the M Street School or to Dunbar High School, as it was later called. But that is wholly different from saying that most of the children at that school came from middle-class homes…. http://www.tsowell.com/speducat.html

Sowell ends his article with the following thoughts:

Put bluntly, failure attracts more money than success. Politically, failure becomes a reason to demand more money, smaller classes, and more trendy courses and programs, ranging from “black English” to bilingualism and “self-esteem.” Politicians who want to look compassionate and concerned know that voting money for such projects accomplishes that purpose for them and voting against such programs risks charges of mean-spiritedness, if not implications of racism.
We cannot recapture the past and there is much in the past that we should not want to recapture. But neither is it irrelevant. If nothing else, history shows what can be achieved, even in the face of adversity. We have no excuse for achieving less in an era of greater material abundance and greater social opportunities

The discussion has come full circle because the discussion centers on segregation and whether those children in segregated environments can succeed. This brings us to the thought that liberals are loving Black folk to death.

Related:

Michael Petrilli’s decision: An ed reformer confronts race and class when choosing a school for his kids https://drwilda.com/2012/11/11/micheal-pettrillis-decision-an-ed-reformer-confronts-race-and-class-when-choosing-a-school-for-his-kids/

The role economic class plays in college success https://drwilda.com/2012/12/22/the-role-economic-class-plays-in-college-success/

The ‘school-to-prison pipeline’ https://drwilda.com/2012/11/27/the-school-to-prison-pipeline/

Trying not to raise a bumper crop of morons: Hong Kong’s ‘tutor kings and queens’ https://drwilda.com/2012/11/26/trying-not-to-raise-a-bumper-crop-of-morons-hong-kongs-tutor-kings-and-queens/

Where information leads to Hope. © Dr. Wilda.com

Dr. Wilda says this about that ©

Blogs by Dr. Wilda:

COMMENTS FROM AN OLD FART© http://drwildaoldfart.wordpress.com/

Dr. Wilda Reviews © http://drwildareviews.wordpress.com/

Dr. Wilda © https://drwilda.com/

Tags: , , , , , , , , , , , , , , , , , , , , , , ,

UCLA Civil Rights Project study: Segregated schools in New York, yup those liberals love Black folk

26 Mar

Here’s today’s COMMENT FROM AN OLD FART: Joy Resmovits of Huffington Post reported in the article, The Nation’s Most Segregated Schools Aren’t Where You’d Think They’d Be:

NEW YORK — The nation’s most segregated schools aren’t in the deep south — they’re in New York, according to a report released Tuesday by the University of California, Los Angeles’ Civil Rights Project.
That means that in 2009, black and Latino students in New York “had the highest concentration in intensely-segregated public schools,” in which white students made up less than 10 percent of enrollment and “the lowest exposure to white students,” wrote John Kucsera, a UCLA researcher, and Gary Orfield, a UCLA professor and the project’s director. “For several decades, the state has been more segregated for blacks than any Southern state, though the South has a much higher percent of African American students,” the authors wrote. The report, “New York State’s Extreme School Segregation,” looked at 60 years of data up to 2010, from various demographics and other research.
There’s also a high level of “double segregation,” Orfield said in an interview, as students are increasingly isolated not only by race, but also by income: the typical black or Latino student in New York state attends a school with twice as many low-income students as their white peers. That concentration of poverty brings schools disadvantages that mixed-income schools often lack: health issues, mobile populations, entrenched violence and teachers who come from the least selective training programs. “They don’t train kids to work in a society that’s diverse by race and class,” he said. “There’s a systematically unequal set of demands on those schools.”
While segregated schools are located throughout New York state, the segregation of schools in New York City — the country’s most heterogeneous area — contributes to the state’s standing. Of the city’s 32 Community School Districts, 19 had 10 percent or fewer white students in 2010. All school districts in the Bronx fell into that category. More than half of New Yorkers are black or Latino, but most neighborhoods have little diversity — and recent changes in school enrollment policies, spurred by the creation of many charter schools, haven’t helped, Orfield argues…. http://www.huffingtonpost.com/2014/03/26/new-york-schools-segregated_n_5034455.html

Here is the press release from UCLA:

CRP Researchers Reaffirm Findings of Increasing Segregation
Date Published:March 13, 2014

Several researchers have recently published articles claiming that school segregation has actually not increased in recent decades, as we have reported in our publications. It turns out that these researchers preferred to measure something else—the randomness of distribution of four racial groups across metropolitan areas. This measure has never been the goal of desegregation policies, nor the way in which progress was measured in civil rights law and enforcement.
Related Documents
• Statement Reaffirming Findings on School Segregation
Civil Rights Project Researchers Reaffirm Findings:
School Segregation Increasing in Recent Decades http://civilrightsproject.ucla.edu/news/news-and-announcements/news-2014/crp-researchers-reaffirm-findings-of-increasing-segregation/statement-Civil-Rights-Project-Researchers.pdf
March 13, 2014
Several researchers have recently published articles claiming that school segregation has actually not increased in recent decades, as we have reported in our publications. It turns out that these researchers have not disputed our data, which shows the level of isolation by race and poverty experienced by African American and Latino students. They have, however, preferred to measure something else—the randomness of distribution of four racial groups across metropolitan areas. This measure has never been the goal of desegregation policies, nor the way in which progress was measured in civil rights law and enforcement.
Traditionally desegregation progress has been measured by increased diversity in schools that were formerly of one racial group, and by the percent of black and Latino students concentrated in intensely segregated or substantially integrated schools. These are the central measures we have used. The researchers looking at randomness of multiracial groups conclude that diversity at a metropolitan level has not increased. By carefully examining the Washington metro area, we demonstrate that their measure shows progress. But statistics on the actual schools attended by black and Latino students, our measure, shows a clear increase in isolation from whites and middle class students.
CRP conducted a brief analysis, which foreshadows a more extensive forthcoming report, and found that the randomness statistics are interesting, but they do not sustain the claim that segregation has not increased. Furthermore, the progress they report is often misleading, because the randomness method can produce false negatives and false positives in terms of the segregation or integration of students and schools.
Our analysis explains the dispute and the basis for the conclusions in our reports.

Moi wrote about the intersection of race and class in Michael Petrilli’s decision: An ed reformer confronts race and class when choosing a school for his kids. It is worth reviewing that post. https://drwilda.com/tag/class-segregation/
Moi wrote about the intersection of race and class in education in Race, class, and education in America:
Many educators have long recognized that the impact of social class affects both education achievement and life chances after completion of education. There are two impacts from diversity, one is to broaden the life experience of the privileged and to raise the expectations of the disadvantaged. Social class matters in not only other societies, but this one as well.

A few years back, the New York Times did a series about social class in America. That series is still relevant. Janny Scott and David Leonhardt’s overview, Shadowy Lines That Still Divide describes the challenges faced by schools trying to overcome the disparity in education. The complete series can be found at Social Class https://drwilda.com/2011/11/07/race-class-and-education-in-america/

Lindsey Layton wrote the Washington Post article, Schools dilemma for gentrifiers: Keep their kids urban, or move to suburbia?

When his oldest son reached school age, Michael Petrilli faced a dilemma known to many middle-class parents living in cities they helped gentrify: Should the family flee to the homogenous suburbs for excellent schools or stay urban for diverse but often struggling schools?
Petrilli, who lived in Takoma Park with his wife and two sons, was torn, but he knew more than most people about the choice before him. Petrilli is an education expert, a former official in the Education Department under George W. Bush and executive vice president at the Thomas B. Fordham Institute, a right-leaning education think tank.
He set out to learn as much as he could about the risks and benefits of socioeconomically diverse schools, where at least 20 percent of students are eligible for the federal free or reduced-price lunch program. And then he wrote about it.
The result is “The Diverse Schools Dilemma,” which is being published and released next month by the Fordham Institute.
Petrilli said he wanted his son to have friends from all backgrounds because he believes that cultural literacy will prepare him for success in a global society.
But he worried that his son might get lost in a classroom that has a high percentage of poor children, that teachers would be focused on the struggling children and have less time for their more privileged peers.
As Petrilli points out in the book, this dilemma doesn’t exist for most white, middle-class families. The vast majority — 87 percent — of white students attend majority white schools, Petrilli says, even though they make up just about 50 percent of the public school population.
And even in urban areas with significant African American and Latino populations, neighborhood schools still tend to be segregated by class, if not by race. In the Washington region, less than 3 percent of white public school students attend schools where poor children are the majority, according to Petrilli.
Gentrification poses new opportunities for policymakers to desegregate schools, Petrilli argues….
In the end, Petrilli moved from his Takoma Park neighborhood school — diverse Piney Branch Elementary, which is 33 percent low-income — to Wood Acres Elementary in Bethesda, where 1 percent of the children are low-income, 2 percent are black and 5 percent are Hispanic. http://www.washingtonpost.com/local/education/schools-dilemma-for-urban-gentrifiers-keep-their-kids-urban-or-move-to-suburbia/2012/10/14/02083b6c-131b-11e2-a16b-2c110031514a_story.html

Moi tackled the issue of segregation in Good or bad? Charter schools and segregation:
If one wants to make people’s heads explode, then mention Black conservative, Thomas Sowell. Better yet, quote him. Is the sound moi hears little explosions all over the blogosphere? Sowell has written an interesting piece, The Education of Minority Children©

While there are examples of schools where this happens in our own time– both public and private, secular and religious– we can also go back nearly a hundred years and find the same phenomenon. Back in 1899, in Washington, D. C., there were four academic public high schools– one black and three white.1 In standardized tests given that year, students in the black high school averaged higher test scores than students in two of the three white high schools.2
This was not a fluke. It so happens that I have followed 85 years of the history of this black high school– from 1870 to 1955 –and found it repeatedly equalling or exceeding national norms on standardized tests.3 In the 1890s, it was called The M Street School and after 1916 it was renamed Dunbar High School but its academic performances on standardized tests remained good on into the mid-1950s.
When I first published this information in 1974, those few educators who responded at all dismissed the relevance of these findings by saying that these were “middle class” children and therefore their experience was not “relevant” to the education of low-income minority children. Those who said this had no factual data on the incomes or occupations of the parents of these children– and I did.
The problem, however, was not that these dismissive educators did not have evidence. The more fundamental problem was that they saw no need for evidence. According to their dogmas, children who did well on standardized tests were middle class. These children did well on such tests, therefore they were middle class.
Lack of evidence is not the problem. There was evidence on the occupations of the parents of the children at this school as far back in the early 1890s. As of academic year 1892-93, there were 83 known occupations of the parents of the children attending The M Street School. Of these occupations, 51 were laborers and one was a doctor.4 That doesn’t sound very middle class to me.
Over the years, a significant black middle class did develop in Washington and no doubt most of them sent their children to the M Street School or to Dunbar High School, as it was later called. But that is wholly different from saying that most of the children at that school came from middle-class homes.
During the later period, for which I collected data, there were far more children whose mothers were maids than there were whose fathers were doctors. For many years, there was only one academic high school for blacks in the District of Columbia and, as late as 1948, one-third of all black youngsters attending high school in Washington attended Dunbar High School. So this was not a “selective” school in the sense in which we normally use that term– there were no tests to take to get in, for example– even though there was undoubtedly self-selection in the sense that students who were serious went to Dunbar and those who were not had other places where they could while away their time, without having to meet high academic standards. (A vocational high school for blacks was opened in Washington in 1902).5
A spot check of attendance records and tardiness records showed that The M Street School at the turn of the century and Dunbar High School at mid-century had less absenteeism and less tardiness than the white high schools in the District of Columbia at those times. The school had a tradition of being serious, going back to its founders and early principals.
Among these early principals was the first black woman to receive a college degree in the United States– Mary Jane Patterson from Oberlin College, class of 1862. At that time, Oberlin had different academic curriculum requirements for women and men. Latin, Greek and mathematics were required in “the gentlemen’s course,” as it was called, but not in the curriculum for ladies. Miss Patterson, however, insisted on taking Latin, Greek, and mathematics anyway. Not surprisingly, in her later 12 years as principal of the black high school in Washington during its formative years, she was noted for “a strong, forceful personality,” for “thoroughness,’ and for being “an indefatigable worker.” Having this kind of person shaping the standards and traditions of the school in its early years undoubtedly had something to do with its later success.
Other early principals included the first black man to graduate from Harvard, class of 1870. Four of the school’s first eight principals graduated from Oberlin and two from Harvard. Because of restricted academic opportunities for blacks, Dunbar had three Ph.Ds among its teachers in the 1920s.
One of the other educational dogmas of our times is the notion that standardized tests do not predict future performances for minority children, either in academic institutions or in life. Innumerable scholarly studies have devastated this claim intellectually,6 though it still survives and flourishes politically.
But the history of this black high school in Washington likewise shows a pay-off for solid academic preparation and the test scores that result from it. Over the entire 85-year history of academic success of this school, from 1870 to 1955, most of its 12,000 graduates went on to higher education.7 This was very unusual for either black or white high-school graduates during this era. Because these were low-income students, most went to a local free teachers college but significant numbers won scholarships to leading colleges and universities elsewhere.8
Some M Street School graduates began going to Harvard and other academically elite colleges in the early twentieth century. As of 1916, there were nine black students, from the entire country, attending Amherst College. Six were from the M Street School. During the period from 1918 to 1923, graduates of this school went on to earn 25 degrees from Ivy League colleges, Amherst, Williams, and Wesleyan. Over the period from 1892 to 1954, Amherst admitted 34 graduates of the M Street School and Dunbar. Of these, 74 percent graduated and more than one-fourth of these graduates were Phi Beta Kappas.9
No systematic study has been made of the later careers of the graduates of this school. However, when the late black educator Horace Mann Bond studied the backgrounds of blacks with Ph.D.s, he discovered that more of them had graduated from M Street-Dunbar than from any other black high school in the country.
The first blacks to graduate from West Point and Annapolis also came from this school. So did the first black full professor at a major university (Allison Davis at the University of Chicago). So did the first black federal judge, the first black general, the first black Cabinet member, the first black elected to the United States Senate since Reconstruction, and the discoverer of a method for storing blood plasma. During World War II, when black military officers were rare, there were more than two dozen graduates of M Street or Dunbar High School holding ranks ranging from major to brigadier general.10
All this contradicts another widely-believed notion– that schools do not make much difference in children’s academic or career success because income and family background are much larger influences. If the schools themselves do not differ very much from one another, then of course it will not make much difference which one a child attends. But, when they differ dramatically, the results can also differ dramatically.
This was not the only school to achieve success with minority children. But, before turning to some other examples, it may be useful to consider why and how this 85-year history of unusual success was abruptly turned into typical failure, almost overnight, by the politics of education.
As we all know, 1954 was the year of the famous racial desegregation case of Brown v. Board of Education. Those of us old enough to remember those days also know of the strong resistance to school desegregation in many white communities, including Washington, D. C. Ultimately a political compromise was worked out. In order to comply with the law, without having a massive shift of students, the District’s school officials decided to turn all public schools in Washington into neighborhood schools.
http://www.tsowell.com/speducat.html

Sowell ends his article with the following thoughts:

Put bluntly, failure attracts more money than success. Politically, failure becomes a reason to demand more money, smaller classes, and more trendy courses and programs, ranging from “black English” to bilingualism and “self-esteem.” Politicians who want to look compassionate and concerned know that voting money for such projects accomplishes that purpose for them and voting against such programs risks charges of mean-spiritedness, if not implications of racism.
We cannot recapture the past and there is much in the past that we should not want to recapture. But neither is it irrelevant. If nothing else, history shows what can be achieved, even in the face of adversity. We have no excuse for achieving less in an era of greater material abundance and greater social opportunities

The discussion has come full circle because the discussion centers on segregation and charter schools. This brings us to the thought that liberals are loving Black folk to death.

A couple of thoughts:

1. Would these same students be attending segregated schools if the schools were public, because most cities have segregated housing patterns?
2. Does it matter that children attend segregated elementary schools if they receive a good basic education and are qualified to attend the college of their choice or vocational school of their choice because they graduated from high school with good basic skills?
3. Is there anything inherently wrong with a segregated school if it is not the result of a legal mandate which requires segregation?

Fact of the matter is, liberals like poor folk in theory, just not in fact.

Where information leads to Hope. © Dr. Wilda.com

Dr. Wilda says this about that ©

Blogs by Dr. Wilda:

COMMENTS FROM AN OLD FART©
http://drwildaoldfart.wordpress.com/

Dr. Wilda Reviews ©
http://drwildareviews.wordpress.com/

Dr. Wilda ©
https://drwilda.com/

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Report: STEM attrition in college often occurs because students not prepared for the challenge

28 Nov

Moi wrote in The role economic class plays in college success: Moi wrote in Race, class, and education in America:
Many educators have long recognized that the impact of social class affects both education achievement and life chances after completion of education. There are two impacts from diversity, one is to broaden the life experience of the privileged and to raise the expectations of the disadvantaged. Social class matters in not only other societies, but this one as well.
A few years back, the New York Times did a series about social class in America. That series is still relevant. Janny Scott and David Leonhardt’s overview, Shadowy Lines That Still Divide describes the challenges faced by schools trying to overcome the disparity in education. The complete series can be found at Social Class https://drwilda.com/2011/11/07/race-class-and-education-in-america/

Jason DeParle reported in the New York Times article, For Poor Strivers, Leap to College Often Ends in a Hard Fall:

“Everyone wants to think of education as an equalizer — the place where upward mobility gets started,” said Greg J. Duncan, an economist at the University of California, Irvine. “But on virtually every measure we have, the gaps between high- and low-income kids are widening. It’s very disheartening.”
The growing role of class in academic success has taken experts by surprise since it follows decades of equal opportunity efforts and counters racial trends, where differences have narrowed. It adds to fears over recent evidence suggesting that low-income Americans have lower chances of upward mobility than counterparts in Canada and Western Europe.
Thirty years ago, there was a 31 percentage point difference between the share of prosperous and poor Americans who earned bachelor’s degrees, according to Martha J. Bailey and Susan M. Dynarski of the University of Michigan. Now the gap is 45 points.
While both groups improved their odds of finishing college, the affluent improved much more, widening their sizable lead.
Likely reasons include soaring incomes at the top and changes in family structure, which have left fewer low-income students with the support of two-parent homes. Neighborhoods have grown more segregated by class, leaving lower-income students increasingly concentrated in lower-quality schools. And even after accounting for financial aid, the costs of attending a public university have risen 60 percent in the past two decades. Many low-income students, feeling the need to help out at home, are deterred by the thought of years of lost wages and piles of debt….
Income has always shaped academic success, but its importance is growing. Professor Reardon, the Stanford sociologist, examined a dozen reading and math tests dating back 25 years and found that the gap in scores of high- and low-income students has grown by 40 percent, even as the difference between blacks and whites has narrowed.
While race once predicted scores more than class, the opposite now holds. By eighth grade, white students surpass blacks by an average of three grade levels, while upper-income students are four grades ahead of low-income counterparts. http://www.nytimes.com/2012/12/23/education/poor-students-struggle-as-class-plays-a-greater-role-in-success.html?hpw&_r=0

Social class and background may not only affect an individual student’s choice of major, but their completion of college in that major.

Nick De Santis reported in the Chronicle of Higher Education article, Report Examines College Students’ Attrition From STEM Majors:

Twenty-eight percent of bachelor’s-degree students who began their postsecondary education in the 2003-4 academic year chose a major in science, technology, engineering, or mathematics at some point within six years, but 48 percent of students who entered those fields during that period had left them by the spring of 2009, according to a report released on Tuesday by the National Center for Education Statistics, the U.S. Education Department’s statistical arm.
The report, which addresses attrition from the so-called STEM fields, also includes information on students pursuing associate degrees. It says that 20 percent of such students had chosen a STEM major within that six-year period and notes that 69 percent of them had left the STEM fields by the spring of 2009.
Of the students who left STEM fields, the report says, roughly half switched their major to a non-STEM field, and the rest left college without earning a degree or certificate. The report notes that fields such as the humanities and education experienced higher levels of attrition than did the STEM disciplines.
The report identifies several factors associated with a higher probability of switching out of STEM majors, such as taking lighter STEM course loads or less-challenging math classes in the first year, and earning lower grades in STEM courses than in others….
http://chronicle.com/blogs/ticker/report-examines-college-students-attrition-from-stem-majors/69705?cid=pm&utm_source=pm&utm_medium=en

Citation:

Title: STEM Attrition: College Students’ Paths Into and Out of STEM Fields
Description: This Statistical Analysis Report presents the most recent national statistics on beginning bachelor’s and associate’s degree students’ entrance into, and attrition from, STEM fields. Using recent transcript data, it provides a first look at STEM coursetaking and examines how participation and performance in undergraduate STEM coursework, along with other factors, are associated with STEM attrition. The study is based on data from the 2004/09 Beginning Postsecondary Students Longitudinal Study (BPS:04/09) and the associated 2009 Postsecondary Education Transcript Study (PETS:09).

ERRATA: A typographical error has been found on page vi of the report’s Executive Summary. The affected line should read:

“Bachelor’s degree STEM entrants who were male or who came from low-income backgrounds had a higher probability of leaving STEM by dropping out of college than their peers who were female or came from high-income backgrounds, net of other factors.”

A revised version of the report will be posted when available under the publication number 2014001rev.
Online Availability: • Download, view and print the report as a pdf file. (1527KB) http://nces.ed.gov/pubs2014/2014001rev.pdf
Need Help Viewing PDF files?

Cover Date: November 2013
Web Release: November 26, 2013
Publication #: NCES 2014001REV
Center/Program: NCES

Authors: Xianglei Chen
Type of Product: Statistical Analysis Report

Survey/Program Areas: Beginning Postsecondary Students Longitudinal Study (BPS)

Keywords: Beginning students in postsecondary education
Postsecondary education
• field of study
• outcomes
• persistence and attainment
Science
STEM (Science, Engineering, Technology, Mathematics)

Questions: For questions about the content of this Statistical Analysis Report, please contact:
Aurora M. D’Amico.

Megan Rogers wrote in the Inside Higher Ed article, STEM-ming the Tide:

About 28 percent of bachelor’s degree candidates and 20 percent of associate degree candidates had declared a STEM major. Of those who had entered a STEM program, 48 percent of bachelor’s degree candidates had left the STEM field by spring 2009. The attrition rate was greater for associate degree candidates — 69 percent of STEM entrants had left the STEM field during the course of the study. An October 2012 report tracking students who had entered postsecondary education in the 2003-2004 academic year found the same attrition rate for STEM entrants.
The attrition rate was highest for bachelor’s degree candidates who declared a major in computer/information sciences and for associate degree candidates who declared a major in mathematics.
About half of those who left had switched into a non-STEM degree program and the other half had left college without earning any degree or certificate. The study found that 22 percent of bachelor’s degree candidates and 16 percent of associate’s degree students chose to pursue business majors.
Low-performing students (those with an overall grade point average below 2.5) were more likely to exit the STEM field by dropping out of college than were high-performing students (those with an overall GPA of 3.5 or higher). The high-performing students were more likely to switch to a non-STEM major than their low-performing peers.
The study found some differences in how men and women exited the STEM fields. More men than women left STEM disciplines by dropping out of college and more women than men left STEM by switching majors. According to the study, 32 percent of women who left STEM fields switched to a different major, compared with 26 percent of men. And 24 percent of men left the STEM field by dropping out of college, compared with 14 percent of women.
Taking lighter credits loads in STEM courses in the first year, taking less challenging math courses in the first year and performing poorly in STEM classes relative to non-STEM classes were associated with an increased probability of switching majors for STEM entrants, according to the study…. http://www.insidehighered.com/news/2013/11/27/study-tracks-attrition-rates-stem-majors#ixzz2lyY9tKKy

K-12 education must not only prepare students by teaching basic skills, but they must prepare students for training after high school, either college or vocational. There should not only be a solid education foundation established in K-12, but there must be more accurate evaluation of whether individual students are “college ready.”

Related:

Helping community college students to graduate https://drwilda.com/2012/02/08/helping-community-college-students-to-graduate/

The digital divide affects the college application process https://drwilda.com/2012/12/08/the-digital-divide-affects-the-college-application-process/

College readiness: What are ‘soft skills’ https://drwilda.com/2012/11/14/college-readiness-what-are-soft-skills/

Colleges rethinking who may need remedial education https://drwilda.com/2012/10/24/colleges-rethinking-who-may-need-remedial-education/

Where information leads to Hope. © Dr. Wilda.com

Dr. Wilda says this about that ©

Blogs by Dr. Wilda:

COMMENTS FROM AN OLD FART© http://drwildaoldfart.wordpress.com/

Dr. Wilda Reviews © http://drwildareviews.wordpress.com/

Dr. Wilda © https://drwilda.com/

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The 11/23/13 Joy Jar

23 Nov

The ‘Joy Jar’ is a year-long exercise in being grateful for living, being Blessed, and looking at each day with HOPE. The ‘Joy Jar’ will officially end on December 25 which is the day of HOPE for the world. Today’s deposit into the ‘Joy Jar’ is looking at looking at the finish line and seeing there is a bright future beyond that line.

You have got to decide, look, this is who I am; this is my best way to present myself, and I’m going to ride that horse to the finish line. Not everybody will like it, but that’s OK.
Phil McGraw

Being the first to cross the finish line makes you a winner in only one phase of life. It’s what you do after you cross the line that really counts.
Ralph Boston

But for each of us, isn’t life about determining your own finish line?
Diana Nyad

You just don’t have the time to worry about what others are doing. You just want to take care of your own business. You are focused on that tee shot on the 10th tee and making it to the finish line. It’s one of the most stressful moments in professional golf, but you have worked so hard to get to that point, that it really is fun.
Mike Weir

I should just stay composed and run to the finish line.
Asafa Powell

Motivation is important, but you need persistence and self discipline to get to the finish line.
Senora Roy

Failure is a learning tool, not a finish line.
Senora Roy

Life is one long, continuous race. It is only when you reach the finish line do you realize you were your only competition.
Frederick A Babb

A Scorpio understands there is no point in rushing to the finish line. Success will come in due time.
Unknown Zodiac quotes

To get to the finish line, you’ll have to try lots of different paths.
Amby Burfoot

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Study: race determines how one views meritocracy

14 Aug

Moi wrote about the intersection of race and class in education in Race, class, and education in America:
Many educators have long recognized that the impact of social class affects both education achievement and life chances after completion of education. There are two impacts from diversity, one is to broaden the life experience of the privileged and to raise the expectations of the disadvantaged. Social class matters in not only other societies, but this one as well.
A few years back, the New York Times did a series about social class in America. That series is still relevant. Janny Scott and David Leonhardt’s overview,Shadowy Lines That Still Divide describes the challenges faced by schools trying to overcome the disparity in education. The complete series can be found at Social Class
https://drwilda.com/2011/11/07/race-class-and-education-in-america/

Rebecca Klein reported in the Huffington Post article, White People Support Academic Meritocracy When It Benefits Them, Study Suggests:

Do white people only support traditional definitions of meritocracy when it benefits them? A new study suggests so.
University of Miami professor Frank L. Samson looked at the idea of meritocracy through the lens of admissions standards in the University of California system. He found that white participants changed their ideas of what was meritocratic based on what benefitted white, as opposed to Asian-American, applicants.
After learning whites made up a majority of students at a school, half of the study’s participants were asked to evaluate the importance of academic achievement when they were assessing university applicants. The participants related that universities should place high value on an applicant’s standardized test scores and class rank.
Other study participants were told that Asian-Americans are disproportionately admitted to the school. These participants related that less weight should be placed on an applicant’s academics.
The study concludes that, “the shift to an Asian American plurality provoked a reaction that caused white evaluators to create an altered standard when weighing the academic merits of college applicants.”
These results come at a time when affirmative action — designed to further the opportunities of groups that have been historically discriminated against — is beinghotly debated. Some opponents of the practice argue that admissions should simply be based on concrete, meritocratic standards. However, as the study reveals, what is considered meritocratic to some may simply be based on what benefits the group with whom they most identify.
http://www.huffingtonpost.com/2013/08/13/whites-support-meritocracy-academics-study_n_3750312.html

Citation:

Altering Public University Admission Standards to Preserve White Group Position in the United States: Results from a Laboratory Experiment
Frank L. Samson
Comparative Education Review
Vol. 57, No. 3, Special Issue on Fair Access to Higher Education (August 2013), pp. 369-396
Published by: The University of Chicago Press
Article Stable URL: http://www.jstor.org/stable/10.1086/670664
10.1086/670664

See, White People Think College Admissions Should Be Based on Test Scores, Except When They Learn Asians Score Better Than Whites http://www.slate.com/blogs/moneybox/2013/08/13/white_people_s_meritocracy_hypocrisy.html

Scott Jaschick wrote in the Inside Higher Ed article, Meritocracy or Bias?

Frank L. Samson, assistant professor of sociology at the University of Miami, thinks his new research findings suggest that the definition of meritocracy used by white people is far more fluid than many would admit, and that this fluidity results in white people favoring certain policies (and groups) over others.
Specifically, he found, in a survey of white California adults, they generally favor admissions policies that place a high priority on high school grade-point averages and standardized test scores. But when these white people are focused on the success of Asian-American students, their views change.
The white adults in the survey were also divided into two groups. Half were simply asked to assign the importance they thought various criteria should have in the admissions system of the University of California. The other half received a different prompt, one that noted that Asian Americans make up more than twice as many undergraduates proportionally in the UC system as they do in the population of the state.
When informed of that fact, the white adults favor a reduced role for grade and test scores in admissions — apparently based on high achievement levels by Asian-American applicants. (Nationally, Asian average total scores on the three parts of the SAT best white average scores by 1,641 to 1,578 this year….)
Further, Samson said that key Supreme Court decisions have been framed as being about meritocracy when — if different groups had been involved — they might have been framed differently or not even been brought. For example, one of the most important recent rulings on affirmative action in employment came in 2009, when the Supreme Court ruled that officials in New Haven were wrong to throw out a promotion exam for firefighters after realizing that white candidates had done well and black candidates did not, on average, do as well. Those who sued, and the Supreme Court majority, said that the decision was about applying meritocratic standards.
But would the white firefighters have even sued, Samson said, “if Jews or Asians had taken the test and gotten higher scores?” In that case, he said, would everyone have endorsed the idea that the test was all that mattered?
http://www.insidehighered.com/news/2013/08/13/white-definitions-merit-and-admissions-change-when-they-think-about-asian-americans#ixzz2by7pHbph

People tend to cluster in neighborhoods based upon class as much as race. Good teachers tend to gravitate toward neighborhoods where they are paid well and students come from families who mirror their personal backgrounds and values. Good teachers make a difference in a child’s life. One of the difficulties in busing to achieve equity in education is that neighborhoods tend to be segregated by class as well as race. People often make sacrifices to move into neighborhoods they perceive mirror their values. That is why there must be good schools in all segments of the country and there must be good schools in all parts of this society. A good education should not depend upon one’s class or status.

Related:

U.S. Supreme Court to decide the affirmative action case, Fisher v. University of Texas at Austin (Case No. 11-345)
https://drwilda.com/tag/fisher-v-university-of-texas-at-austin/

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