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Full text release has been delayed at the author's request until August 04, 2029

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Mitigating the Socioeconomic Achievement Gap: The Theory of Differential Access and Differential Benefits

Zhu, Jinjie
http://orcid.org/0000-0003-2776-2155
http://rave.ohiolink.edu/etdc/view?acc_num=osu1720716770020067

Abstract Details

2024, Doctor of Philosophy, Ohio State University, Educational Studies.
This study develops the theory of differential access and differential benefits as a holistic framework to address educational inequities, emphasizing the interconnectedness of access to resources and resulting benefits in shaping socioeconomic achievement gaps, while prior literature often examines these factors separately. The study uses Oaxaca decomposition and TIMSS 2019 mathematics data from eighth-graders in Hong Kong, Chinese Taipei, and the United States to explore the effects of school material resources, teacher qualifications, instructional practices, and homework frequency on socioeconomic achievement gaps. Employing propensity score weighting enhances the robustness of the analyses. The findings reveal several noteworthy points under current resource distribution:1) School material resources exhibited minimal impact on the socioeconomic achievement gap in mathematics across all three regions; 2) In the United States, math teachers with mathematics-related college degrees correlated had students with a lower socioeconomic achievement gap than teachers with degrees in other areas; 3) Teacher-centered instructional practices in the United States similarly contributed to narrowing this gap; and 4) Homework frequency in Chinese Taipei and Hong Kong was associated with a reduction in the socioeconomic achievement gap. These compensatory effects primarily arose from the differential benefits process. The empirical evidence underscores the utility of the theory of differential access and differential benefits in reducing the socioeconomic achievement gap as well as differences among in countries in the factors that ameliorate the socioeconomic achievement gap.
Roger Goddard (Advisor)
Roger Goddard (Committee Chair)
Bryan Warnick (Committee Member)
Minjung Kim (Committee Member)
334 p.
Education; Educational Evaluation; Educational Sociology
education equity, socioeconomic achievement gap, causal inference, differential access, differential benefit

Recommended Citations

Citations

  • Zhu, J. (2024). Mitigating the Socioeconomic Achievement Gap: The Theory of Differential Access and Differential Benefits [Doctoral dissertation, Ohio State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=osu1720716770020067

    APA Style (7th edition)

  • Zhu, Jinjie. Mitigating the Socioeconomic Achievement Gap: The Theory of Differential Access and Differential Benefits. 2024. Ohio State University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=osu1720716770020067.

    MLA Style (8th edition)

  • Zhu, Jinjie. "Mitigating the Socioeconomic Achievement Gap: The Theory of Differential Access and Differential Benefits." Doctoral dissertation, Ohio State University, 2024. http://rave.ohiolink.edu/etdc/view?acc_num=osu1720716770020067

    Chicago Manual of Style (17th edition)

osu1720716770020067
© 2024, all rights reserved.
This open access ETD is published by The Ohio State University and OhioLINK.