Abstract
Black and White advanced math students leave high school with disparate math skills. One possible explanation is that minority students are exposed to different learning opportunities, even when they are taking classes with the same title. Using a convenience sample of the Mathematics Survey of the Enacted Curriculum (SEC), this study found that math teachers in classrooms with a minority racial composition spend their instructional time emphasizing different topics and instructional tasks than teachers in classrooms that have a predominately White racial composition. Racial differences continue to exist when school socioeconomic level and teacher-reported classroom achievement level are included. Students in classrooms with minority racial compositions have different learning opportunities compared to those of their peers, which may explain racial differences in returns to advanced math course-taking.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: Journal of Education for Students Placed at Risk (JESPAR)
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
