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Hispanic Journal of Behavioral Sciences
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The Relative Importance of Race and Socioeconomic Status Among Hispanic and White Students

Juan Battle

City University of New York

Antonio Pastrana, Jr.

City University of New York, apastrana{at}gc.cuny.edu

Using a nationally representative sample from the National Educational Longitudinal Study, this research examines the longitudinal effects of race and socioeconomic status on 12th-grade educational achievement and achievement 2 years after high school. For 12th-grade outcomes, the authors found no statistical difference in scores between Hispanic and White students. Two years after high school, the results were very surprising: (a) when controlling for socioeconomic status, Hispanic students actually outperformed their White counterparts; (b) socioeconomic status was 10 times more powerful than race in predicting outcomes; and (c) White students received a greater benefit for increases in socioeconomic status than did their Hispanic counterparts.

Key Words: academic achievement • high school • Hispanics • longitudinal effects

Hispanic Journal of Behavioral Sciences, Vol. 29, No. 1, 35-49 (2007)
DOI: 10.1177/0739986306294783
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 Hispanic Journal of Behavioral SciencesHome page
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Hispanic Journal of Behavioral Sciences, November 1, 2009; 31(4): 492 - 514.
[Abstract] [PDF]