This study examined the relationship between gender, race/ethnicity, socioeconomic status, and SAT math and verbal performance among college-bound seniors in 2004. Although a great deal of research has examined how gender, race/ethnicity, and socioeconomic status are each related to academic performance, there is a dearth of literature that looks at all three variables simultaneously to identify possible interrelationships between them.
Specifically, multiple regression was used to examine if significant moderator effects existed between gender, race/ethnicity, and socioeconomic status. Although there was evidence of significant moderator effects between these variables, they were weak compared to the separate main effects of gender, race/ethnicity, and socioeconomic status. Hence, the results support the main effects model. Race/ethnicity explained a larger portion of the variance in SAT math and verbal scores than either gender or socioeconomic status. Altogether, gender, race/ethnicity, and socioeconomic status explained about 10% and 16% of the variance in verbal and math SAT performance, respectively.
Future research investigating moderator effects should include additional factors known to affect student performance.
|Commitee:||Rotberg, Iris C., Yen, Cherng-Jyh|
|School:||The George Washington University|
|Department:||Educational Administration and Policy Studies|
|School Location:||United States -- District of Columbia|
|Source:||DAI-A 69/08, Dissertation Abstracts International|
|Subjects:||Educational tests & measurements, Ethnic studies, Higher education|
|Keywords:||Ethnicity, Gender, Interaction effects, Race, Race/ethnicity, SAT, Socioeconomic status|
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