Reducing Socioeconomic Disparities in STEM Opportunities? Trends in Access to Advanced Science and Math Courses in American High Schools, 1992–2013

Abstract

High school science and math courses play a vital role in STEM opportunities and long-term labor market outcomes. Research on STEM inequality often focuses on gender and racial disparities, with less attention paid to socioeconomic inequalities in course-taking. Analyzing nationally representative data from 1992, 2004, and 2013 graduates, we find similar patterns of socioeconomic inequality in both science and mathematics subjects. Disparities persist in high-level courses, such as calculus, physics 2, chemistry 2, or biology 2, while gaps in mid-level courses, such as chemistry 1 and algebra 2, have lessened over time. Although both low- and high-SES students in the early 2010s take more advanced courses compared to their counterparts in the 1990s and early 2000s, high-SES students are more likely to do so. Moreover, even with efforts to increase and broaden access, disparities between socioeconomically advantaged and disadvantaged schools in advanced STEM course-taking have grown. Socioeconomic disparities in high school STEM courses continue to impact STEM opportunities for U.S. students.