자료유형  

 학위논문

Control Number  

0017165134

International Standard Book Number  

9798346875901

Dewey Decimal Classification Number  

301

Main Entry-Personal Name  

White, Kailey Cowan.

Publication, Distribution, etc. (Imprint  

[S.l.] : The University of Chicago., 2024

Publication, Distribution, etc. (Imprint  

Ann Arbor : ProQuest Dissertations & Theses, 2024

Physical Description  

214 p.

General Note  

Source: Dissertations Abstracts International, Volume: 86-06, Section: A.

General Note  

Advisor: Wodtke, Geoffrey.

Dissertation Note  

Thesis (Ph.D.)--The University of Chicago, 2024.

Summary, Etc.  

요약Despite decades of research and policy efforts, socioeconomic disparities in educational outcomes persist in the United States. In this dissertation, I examine these disparities, focusing on access to higher education during the later years and on academic achievement during elementary school. I explore the importance of family, neighborhood, and school contexts and introduce new approaches for conceptualizing, measuring, and analyzing educational disparities. My findings reveal significant neighborhood disparities in early academic achievement and widening gaps in college application and enrollment, underscoring the need to identify viable solutions. The dissertation begins with an overview of the research questions and theoretical framework in Chapter 1, and concludes with a discussion of implications and future research directions in Chapter 5.In Chapters 2 and 3, I explore disparities in higher education application and enrollment, focusing on the family context. In Chapter 2, I expand upon prior research by examining trends in socioeconomic gaps in not just whether students enroll, but also where they apply and enroll. I find that, despite decades of efforts to broaden access, socioeconomic gaps have actually become more pronounced over time, even as aspirations for educational attainment increased across all family backgrounds. Chapter 3 explores the role of financial information to socioeconomic gaps in college application, and finds that equalizing information for both students and their parents reduces differences in the perceived affordability of 4-year colleges by about one-fourth and in college application by nearly one-fifth, though it actually increases socioeconomic differences in application to highly selective colleges.In Chapter 4, coauthored with Geoffrey T. Wodtke, I focus on neighborhood disparities in elementary school achievement. We assess whether neighborhood differences in school contexts contribute to neighborhood test score gaps, challenging prior studies that draw on limited measures of school quality. Using 171 school context measures across five dimensions - composition, resources, instructional practices, climate, and effectiveness - and applying machine learning methods for high-dimensional data, we find that only school composition and climate vary meaningfully between high- and low-poverty neighborhoods, and that differences in school contexts account for just 4% to 8% of the neighborhood poverty gap in student test scores.

Subject Added Entry-Topical Term  

Sociology.

Subject Added Entry-Topical Term  

Educational administration.

Subject Added Entry-Topical Term  

Elementary education.

Index Term-Uncontrolled  

Family context

Index Term-Uncontrolled  

Inequality

Index Term-Uncontrolled  

School contexts

Index Term-Uncontrolled  

Academic achievement

Added Entry-Corporate Name  

The University of Chicago Sociology

Host Item Entry  

Dissertations Abstracts International. 86-06A.

Electronic Location and Access  

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Control Number  

joongbu:655636