ABSTRACT
This chapter addresses the question of whether the academic experiences of adolescents from different racial/ethnic and gender groups differentially affect the schooling outcomes and performances of these groups in U.S. schools. The authors’ approach is comprised of two stages. First, we determine whether a single explanatory model is sufficient to assess distinct racial/ethnic and gender groups; we then consider the similarities and differences among the academic experiences—particularly expectations for success and access to specific school programs and resources—of these groups.
