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Educational attainment rates change when it comes to comparing the same races against immigrants or foreign born students. No matter which race is examined, immigrants of that race outperform natives of the same race. For example, Black African and Caribbean immigrant groups to the U.S. report having higher levels of education than any other group.
The racial achievement gap in the United States refers to disparities in educational achievement between differing ethnic/racial groups. [1] It manifests itself in a variety of ways: African-American and Hispanic students are more likely to earn lower grades, score lower on standardized tests, drop out of high school, and they are less likely to enter and complete college than whites, while ...
Annette Lareau also addresses the factors that lead to social stratification in educational attainment. Lareau's idea of concerted cultivation refers to an active involvement of parents in a child's learning and development experiences by creating and controlling organized activities for their children.
Unequal access to education in the United States results in unequal outcomes for students. Disparities in academic access among students in the United States are the result of multiple factors including government policies, school choice, family wealth, parenting style, implicit bias towards students' race or ethnicity, and the resources available to students and their schools.
Educational attainment is a term commonly used by statisticians to refer to the highest degree of education an individual has completed as defined by the US Census ...
Children in special education classes are more likely to be from that of a one parent household as well as of ethnic minority. [8] [failed verification] Other socioeconomic factors such as racial group, parents' education level, and income play a role in children's academic success. [9]
Sewell and his counterparts aimed to contribute to the Blau-Duncan model of status attainment by adding predictor variables. Because the results given by the Blau-Duncan model were based heavily on "structural factors as explanatory variables", the Wisconsin model was created to account for "social-psychological factors on educational and occupational attainment", which in turn, provided more ...
Educational attainment contributes to social class attainment through the contribution of mental ability to educational attainment. Mental ability can contribute to social class attainment independent of actual educational attainment, as in when the educational attainment is prevented, individuals with higher mental ability manage to make use ...