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Re-Examining the Public–Catholic School Gap in STEM Opportunity to Learn: New Evidence from HSLS

Department of Educational Foundations, Organizations, and Policy, School of Education, University of Pittsburgh, Pittsburgh, PA 15260, USA
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Soc. Sci. 2020, 9(8), 137; https://doi.org/10.3390/socsci9080137
Received: 10 June 2020 / Revised: 22 July 2020 / Accepted: 28 July 2020 / Published: 30 July 2020
(This article belongs to the Special Issue Social Stratification and Schooling)
This paper examines public–Catholic gap in STEM opportunity to learn in the US using Mahalanobis-distance matching and adjacent categories models. Consistent with prior studies, there are significant public–Catholic differences in math and science course sequence level and total credits earned. However, we find that these gaps are largely accounted for by selection processes among students of differing family background. Moreover, we find that the Catholic school advantage in STEM opportunity to learn differs by subject; Catholic school students are more likely to enroll in advanced math courses relative to middle-level courses, while their advantage in science is concentrated in the middle of the course-taking hierarchy. View Full-Text
Keywords: school sector; course-taking; inequality; sociology of education; educational attainment school sector; course-taking; inequality; sociology of education; educational attainment
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MDPI and ACS Style

Xu, S.; Kelly, S. Re-Examining the Public–Catholic School Gap in STEM Opportunity to Learn: New Evidence from HSLS. Soc. Sci. 2020, 9, 137. https://doi.org/10.3390/socsci9080137

AMA Style

Xu S, Kelly S. Re-Examining the Public–Catholic School Gap in STEM Opportunity to Learn: New Evidence from HSLS. Social Sciences. 2020; 9(8):137. https://doi.org/10.3390/socsci9080137

Chicago/Turabian Style

Xu, Shangmou, and Sean Kelly. 2020. "Re-Examining the Public–Catholic School Gap in STEM Opportunity to Learn: New Evidence from HSLS" Social Sciences 9, no. 8: 137. https://doi.org/10.3390/socsci9080137

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