Multiplying Disadvantages in U.S. High Schools: An Intersectional Analysis of the Interactions Among Punishment and Achievement Trajectories
We examined recent process models of accumulated disadvantage with an intersectional lens in order to provide a more complete picture of how disadvantages across punishment and math trajectories can accumulate over time and disparately affect marginalized race-gender groups. Using structural equatio...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
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SAGE Publishing
2024-02-01
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| Series: | AERA Open |
| Online Access: | https://doi.org/10.1177/23328584241230971 |
| _version_ | 1797278918430949376 |
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| author | Jason Jabbari Odis Johnson |
| author_facet | Jason Jabbari Odis Johnson |
| author_sort | Jason Jabbari |
| collection | DOAJ |
| description | We examined recent process models of accumulated disadvantage with an intersectional lens in order to provide a more complete picture of how disadvantages across punishment and math trajectories can accumulate over time and disparately affect marginalized race-gender groups. Using structural equation modeling (SEM) with a nationally representative longitudinal study of high school students (HSLS-09), we found that punishment trajectories were influenced by math and vice versa, as well as that these relationships differed across math performance and various aspects of math attitudes, including efficacy, utility, and identity. Furthermore, we found that gender, race, and race-gender groups experienced significantly different relationships. When considering the intersection of punishment and math disadvantages, these differences appear to not only accumulate disadvantages within punishment and math trajectories but also across them for marginalized race-gender groups. This was especially true for Black males. We conclude with a discussion of implications for policy and practice. |
| first_indexed | 2024-03-07T16:15:59Z |
| format | Article |
| id | doaj.art-8c7267169a3a4261919f49f80607f5cd |
| institution | Directory Open Access Journal |
| issn | 2332-8584 |
| language | English |
| last_indexed | 2024-03-07T16:15:59Z |
| publishDate | 2024-02-01 |
| publisher | SAGE Publishing |
| record_format | Article |
| series | AERA Open |
| spelling | doaj.art-8c7267169a3a4261919f49f80607f5cd2024-03-04T11:03:54ZengSAGE PublishingAERA Open2332-85842024-02-011010.1177/23328584241230971Multiplying Disadvantages in U.S. High Schools: An Intersectional Analysis of the Interactions Among Punishment and Achievement TrajectoriesJason JabbariOdis JohnsonWe examined recent process models of accumulated disadvantage with an intersectional lens in order to provide a more complete picture of how disadvantages across punishment and math trajectories can accumulate over time and disparately affect marginalized race-gender groups. Using structural equation modeling (SEM) with a nationally representative longitudinal study of high school students (HSLS-09), we found that punishment trajectories were influenced by math and vice versa, as well as that these relationships differed across math performance and various aspects of math attitudes, including efficacy, utility, and identity. Furthermore, we found that gender, race, and race-gender groups experienced significantly different relationships. When considering the intersection of punishment and math disadvantages, these differences appear to not only accumulate disadvantages within punishment and math trajectories but also across them for marginalized race-gender groups. This was especially true for Black males. We conclude with a discussion of implications for policy and practice.https://doi.org/10.1177/23328584241230971 |
| spellingShingle | Jason Jabbari Odis Johnson Multiplying Disadvantages in U.S. High Schools: An Intersectional Analysis of the Interactions Among Punishment and Achievement Trajectories AERA Open |
| title | Multiplying Disadvantages in U.S. High Schools: An Intersectional Analysis of the Interactions Among Punishment and Achievement Trajectories |
| title_full | Multiplying Disadvantages in U.S. High Schools: An Intersectional Analysis of the Interactions Among Punishment and Achievement Trajectories |
| title_fullStr | Multiplying Disadvantages in U.S. High Schools: An Intersectional Analysis of the Interactions Among Punishment and Achievement Trajectories |
| title_full_unstemmed | Multiplying Disadvantages in U.S. High Schools: An Intersectional Analysis of the Interactions Among Punishment and Achievement Trajectories |
| title_short | Multiplying Disadvantages in U.S. High Schools: An Intersectional Analysis of the Interactions Among Punishment and Achievement Trajectories |
| title_sort | multiplying disadvantages in u s high schools an intersectional analysis of the interactions among punishment and achievement trajectories |
| url | https://doi.org/10.1177/23328584241230971 |
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