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A Test of Leading Explanations for the College Racial-Ethnic Achievement Gap: Evidence from a Longitudinal Case Study

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Listed:
  • Nathan D. Martin

    (Arizona State University)

  • Kenneth I. Spenner

    (Duke University)

  • Sarah A. Mustillo

    (University of Notre Dame)

Abstract

In this study, we examined racial/ethnic differences in grade point average (GPA) among students at a highly selective, private university who were surveyed before matriculation and during the first, second and fourth college years, and assessed prominent explanations for the Black-White and Latino-White college achievement gap. We found that roughly half of the observed gap was attributable to family background characteristics and pre-college academic preparation. Of the within-college factors we considered, perceptions of campus climate and selection of major field of study were most important in explaining racial/ethnic differences in GPA. Personal resources, such as academic effort, self-esteem and academic identification, and patterns of involvement in campus life were significantly associated with GPA, but these factors did not account for racial/ethnic differences in academic performance. Overall, our results suggest that efforts to reduce the college achievement gap should focus on assisting students with the process of selecting major fields of study and on fostering a welcoming and inclusive campus environment.

Suggested Citation

  • Nathan D. Martin & Kenneth I. Spenner & Sarah A. Mustillo, 2017. "A Test of Leading Explanations for the College Racial-Ethnic Achievement Gap: Evidence from a Longitudinal Case Study," Research in Higher Education, Springer;Association for Institutional Research, vol. 58(6), pages 617-645, September.
    • Handle: RePEc:spr:reihed:v:58:y:2017:i:6:d:10.1007_s11162-016-9439-6
    DOI: 10.1007/s11162-016-9439-6
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    References listed on IDEAS

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    1. Jeffrey S. DeSimone, 2008. "The Impact of Employment during School on College Student Academic Performance," NBER Working Papers 14006, National Bureau of Economic Research, Inc.
    2. Gary S. Becker, 1975. "Human Capital: A Theoretical and Empirical Analysis, with Special Reference to Education, Second Edition," NBER Books, National Bureau of Economic Research, Inc, number beck75-1.
    3. Peter Arcidiacono & Esteban Aucejo & Ken Spenner, 2012. "What happens after enrollment? An analysis of the time path of racial differences in GPA and major choice," IZA Journal of Labor Economics, Springer;Forschungsinstitut zur Zukunft der Arbeit GmbH (IZA), vol. 1(1), pages 1-24, December.
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    Cited by:

    1. Michael T Bixter & Samantha L McMichael & Cameron J Bunker & Robert Mark Adelman & Morris A Okun & Kevin J Grimm & Oliver Graudejus & Virginia S Y Kwan, 2020. "A test of a triadic conceptualization of future self-identification," PLOS ONE, Public Library of Science, vol. 15(11), pages 1-39, November.
    2. Efrat Gill & Oz Guterman & Ari Neuman, 2024. "Different motivation, different achievements: the relationship of motivation and dedication to academic pursuits with final grades among Jewish and Arab undergraduates studying together," Palgrave Communications, Palgrave Macmillan, vol. 11(1), pages 1-9, December.
    3. Monideepa B. Becerra & Rushil J. Gumasana & Jasmine A. Mitchell & Saba Sami & Jeffrey Bao Truong & Benjamin J. Becerra, 2023. "Triple Jeopardy of Minority Status, Social Stressors, and Health Disparities on Academic Performance of College Students," IJERPH, MDPI, vol. 20(13), pages 1-11, June.

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