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Cited by 1,386Critical Race Theory in EducationSchool Choice and PerformanceHigher Education Research Studies

Racial and Ethnic Stratification in Educational Achievement and Attainment

Kao, Grace, Thompson, Jennifer S.·2003·Annual Review of Sociology
DOI 10.1146/annurev.soc.29.010202.100019
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Abstract

▪ Abstract Understanding racial, ethnic, and immigrant variation in educational achievement and attainment is more important than ever as the U.S. population becomes increasingly diverse. The Census Bureau estimates that in 2000, 34% of all youth aged 15–19 were from minority groups; it estimates that by 2025, this will increase to 46% ( U.S. Census Bureau 2000 ). In addition, approximately one in five school-age children reside in an immigrant family ( Zhou 1997 , Suarez-Orozco & Suarez-Orozco 2001 ). We provide an overview of recent empirical research on racial, ethnic, and immigrant differences in educational achievement and attainment, and we examine some current theories that attempt to explain these differences. We explore group differences in grades, test scores, course taking, and tracking, especially throughout secondary schooling, and then discuss variation in high school completion, transitions to college, and college completion. We also summarize key theoretical explanations used to explain persistent differences net of variation in socioeconomic status, which focus on family and cultural beliefs that stem from minority group and class experiences. Overall, there are many signs of optimism. Racial and ethnic gaps in educational achievement and attainment have narrowed over the past three decades by every measure available to social scientists. Educational aspirations are universally high for all racial and ethnic groups as most adolescents expect to go to college. However, substantial gaps remain, especially between less advantaged groups such as African Americans, Hispanics, and Native Americans and more advantaged groups such as whites and Asian Americans. The racial and ethnic hierarchy in educational achievement is apparent across varying measures of the academic experience.

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Authors
Kao, G., & Thompson, J. S.
Affiliations
American Institutes for Research (US)
ORCID
Kao, Grace
Venue
Annual Review of Sociology
Publisher
Annual Reviews
Published
2003-08
Volume
29
Issue
1
Pages
417-442
ISSN
  • 0360-0572 (ISSN-L)
  • 1545-2115
DOI
10.1146/annurev.soc.29.010202.100019
OpenAlex
W2153019931
Semantic Scholar
adb128008fc81821faa2f3d6b9185eb539c93c6e
Cited by
1,386
References
143
Citations by year
2026: 13 · 2025: 33 · 2024: 58 · 2023: 34 · 2022: 60 · 2021: 60 · 2020: 74 · 2019: 74 · 2018: 89 · 2017: 73 · 2016: 148 · 2015: 94 · 2014: 85 · 2013: 74 · 2012: 97
FWCI
8.86
Type
journal article
Language
en
Open access
closed
Locations
Annual Review of Sociology (publishedVersion)
Funders
Spencer Foundation
Topics
  • Social Sciences › Sociology and Political Science › Critical Race Theory in Education
  • Social Sciences › Education › School Choice and Performance
  • Social Sciences › Education › Higher Education Research Studies
Keywords
academic performance, educational attainment, immigrant students, achievement gap, high school graduation, college enrollment, college completion, course tracking, test scores, educational aspirations, socioeconomic status, African Americans, Hispanic Americans, Native Americans, Asian Americans

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