Origins and Causes of The Achievement Gap
Researchers have not reached consensus about the a priori causes of the academic achievement gap; instead, there exists a wide range of studies that cite an array of factors, both cultural and structural, that influence student performance in school. Annette Lareau suggested that students who lack middle-class cultural capital and have limited parental involvement are likely to have lower academic achievement than their better resourced peers. Other researchers suggest that academic achievement is more closely tied to race and socioeconomic status and have tried to pinpoint why. For example, being raised in a low-income family often means having fewer educational resources in addition to poor nutrition and limited access to health care, all of which could contribute to lower academic performance. Researchers concerned with the achievement gap between genders cite biological differences, such as brain structure and development, as a possible reason why one gender outperforms the other in certain subjects. For example, a Virginia Tech Study conducted in 2000 examined the brains of 508 children and found that different areas of the brain develop in a different sequence in girls compared to boys. The differing maturation speed of the brain between boys and girls affects how each gender processes information and could have implications for how they perform in school. Hernstein and Murray claimed in The Bell Curve, creating much controversy, that genetic variation in average levels of intelligence (IQ) are at the root of racial disparities in achievement. Other researchers have argued that there is no significant difference in inherent cognitive ability between different races that could help to explain the achievement gap, and that environment is at the root of the issue.
Read more about this topic: Achievement Gap In The United States
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