Abstract
The U.S. student population is increasingly comprised of racial/ethnic minority and immigrant students. Drawing on national-level data, we document the gaps in educational achievement and attainment for minority and immigrant students that are apparent at all levels of education, from early education through postsecondary schooling. These achievement gaps reflect, in part, the broader racial and ethnic hierarchy of the U.S., but the experiences of immigrant-origin minority students additionally contribute to the complexity of racial and ethnic stratification in education. Though research shows that socioeconomic status accounts for much of the differences in achievement, factors such as schools and teachers, peer relationships, and neighborhoods and communities may also contribute to the variation in academic outcomes.
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Notes
- 1.
The U.S. Department of Education is the source for much of the data presented in this chapter and typically combines Asian and Pacific Islander populations into one category. We recognize that this broad category masks considerable diversity and, where possible, we present data for sub-groups.
- 2.
We acknowledge that the term English language learner (ELL) is an imprecise measure of students’ immigrant status. Unfortunately, the federal data used in this chapter do not provide measures of student or parent place of birth. There may be immigrant students who are fluent in English and thus not classified as ELL and native-born students who are classified as ELL. An ELL student, as defined by the National Center for Education Statistics (NCES), is one who has “sufficient difficulty speaking, reading, writing, or understanding the English language.”
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Ho, P., Kao, G. (2018). Educational Achievement and Attainment Differences Among Minorities and Immigrants. In: Schneider, B. (eds) Handbook of the Sociology of Education in the 21st Century. Handbooks of Sociology and Social Research. Springer, Cham. https://doi.org/10.1007/978-3-319-76694-2_5
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