TABLE 2.
Effect of Social Contexts on Advancement in Math between the 1994–95 and 1995–96 School Years, by Gender
| Girlsa |
Boysb |
|||
|---|---|---|---|---|
| Independent Variable | Model 1 | Model 2 | Model 1 | Model 2 |
| Human capital: | ||||
| College aspirations . . . . . . . . . . . . . . . . . . | .262** (.091) |
.257** (.097) |
.332*** (.069) |
.330*** (.075) |
| Parents’ disappointment over no college . . . . . . . . . . . . . . . . . . . . . . . . . . . . . |
−.312*** (.094) |
−.314** (.096) |
−.240* (.113) |
−.251* (.120) |
| Own level of math in 1994–95 . . . . | −.315*** (.056) |
−.406*** (.058) |
−.198*** (.059) |
−.251*** (.066) |
| Peer mean levels of math (1994–95): | ||||
| Friends . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . | .035 (.023) |
.032 (.024) |
.028 (.038) |
.031 (.037) |
| Coursemates—girls . . . . . . . . . . . . . . . . . . | −.001 (.060) |
−.011 (.067) |
||
| Coursemates—boys . . . . . . . . . . . . . . . . . | .133 (.109) |
.074 (.113) |
||
| Local position—girls . . . . . . . . . . . . . . . . | .245*** (.074) |
.243** (.077) |
||
| Local position—girls × own level of math in 1994–95 . . . . . . . . . . . . . . . |
−.135*** (.031) |
|||
| Local position—boys . . . . . . . . . . . . . . . . | .019 (.109) |
−.007 (.115) |
||
| Local position—boys × own level of math in 1994–95 . . . . . . . . . . . . . . . |
−.077* (.031) |
|||
| School—girls . . . . . . . . . . . . . . . . . . . . . . . . . | .393* (.198) |
.455* (.201) |
||
| School—girls × own level of math in 1994–95 . . . . . . . . . . . . . . . . . . . . . . . . |
−.105* (.046) |
|||
| School—boys . . . . . . . . . . . . . . . . . . . . . . . . | .201 (.206) |
.346 (.230) |
||
| School—boys × own level of math in 1994–95 . . . . . . . . . . . . . . . . . . |
−.159*** (.046) |
|||
| Prior educational experiences: | ||||
| Ever been retained . . . . . . . . . . . . . . . . . . | −.527** (.164) |
−.513** (.171) |
−1.124*** (.261) |
−1.138*** (.267) |
| Math grades for 1994–95 . . . . . . . . . . . | .843*** (.089) |
.871*** (.090) |
.868*** (.081) |
.911*** (.086) |
| Grade level in fall 1994 . . . . . . . . . . . . | −.493** (.156) |
−.342* (.162) |
−.242 (.207) |
−.096 (.222) |
| Background: | ||||
| Hispanic . . . . . . . . . . . . . . . . . . . . . . . . . . . . . | −.109 (.317) |
−.134 (.366) |
−.313 (.278) |
−.376 (.282) |
| Black . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . | −.138 (.233) |
−.163 (.234) |
.073 (.297) |
.025 (.303) |
| Parent had some college . . . . . . . . . . . . | −.138 (.172) |
−.113 (.187) |
−.171 (.218) |
−.167 (.222) |
| Intercept . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . | 1.565*** (.156) |
1.763*** (.161) |
1.460*** (.168) |
1.658*** (.179) |
Notes.—Models use multiple imputationto account formissing data. Numbers in parentheses are standard errors.
a
N = 1,973.
b
N = 1,533.
*
P ≤ .05.
**
P ≤ .01.
***
P ≤ .001.