Academic Gap between Caucasian and African American Students

Academic Gap between Caucasian and African American Students

Results of these previous studies found that indeed there is an academic gap between Caucasian and African American students. Even compared to Hispanics, there are more African Americans who do not complete secondary or high school education. Attempts to explain this gap and point at its possible predictors have produced a cacophony of possibilities that over time seem to conflict with each other.

One study suggested that the gap may be indicative of differences in cognitive abilities disparities in family economics (Clark & Jaeger, 2006) but an examination by Cameron & Heckman proved otherwise: that deficiency in cognitive abilities does not predict incidence of dropping out and that no evidence supports the constraints in income hypothesis. Moreover, other findings suggest that income constraints may matter in early education but bears no relevance in college attendance. From another perspective, an exploration on the possibility of SES as a contributing factor, Lubienski found that students from lower SES who were observed to have the belief that math is simply memorizing facts and that there is only one solution, moved away from that thought when immersed in a math curriculum.

Others also propose that cognitive skills may be a major factor. Heckman et. al. (2002) though, did not find any significant difference in the AFQT scores of the recipients of GEDs compared to high school graduates who did not pursue higher education by their thirties. Further, African American high school graduates’ AFQT scores were significantly higher than those who did not have a GED certificate and GED recipients were found to have the same level of cognitive abilities as ordinary high school graduates who did not go to college, even higher compared to those who did not acquire a GED certificate. Again, this rules out the suggestion that cognitive abilities may be a factor.

Lee and Slaughter -Defore (2004) examined the likely explanation of the gap as caused by the increase in middle or vocational schools but this contradicts the fact that the majority of African American drop outs resided in urban areas while more of the technical schools were in Caucasian areas. Others also propose that it may be a matter of culture matter of culture; that is, that huge difference exist in levels of high achievement among different cultures. Singham (2003), however, found that racial differences are negligible.

In Neal – Barnett’s study though, on the phenomenon of acting white, it appears that the gap may be due to African American student’s uncertainties of succeeding and being labeled by peers as ‘acting white’.
Finally, other researchers like Singham propose that the gap may be due to lack of resources in schools, racial bias in school systems, race and gender exclusion, teacher quality, curriculum quality and many other possible factors.

Apparently, not one unifying factor exists to explain the academic gap between Caucasians and African Americans and many of these studies attribute it to various cultural factors with conflicting results or conclusions over time.

Perhaps because the previous research approached the issue more as a socio – cultural and economic phenomenon, the studies were not able to closely examine and gather detailed information directly from those who experience real situations that led to their lagging behind in the academic arena.

By carrying out this study and examining the attitudes and lived experiences of the African Americans who belong to this population, it is expected that better answers that describe the entire spectrum of the experience would be gathered. Real and perceived underpinnings and nuances – even every socio – cultural aspects of the issue would be explored and answers found on whether they actually experience the above – mentioned possibilities or predictors.