Geography Achievement and Future Geographers

Keywords: Geography achievement, middle schools, educational equity, careers.
Session Type: Virtual Paper Abstract
Day: Friday
Session Start / End Time: 2/25/2022 03:40 PM (Eastern Time (US & Canada)) - 2/25/2022 05:00 PM (Eastern Time (US & Canada))
Room: Virtual 29

Abstract

Variability in geography achievement across the country is primarily attributable to the differential performance of student groups within schools. Achievement gaps are commonly viewed as indicators of social systems and structures that perpetuate disparities in educational opportunity and outcomes. In this paper, we argue that achievement gaps themselves act as barriers to equity by creating subpopulations of students with varying levels of geography knowledge necessary for productive work and effective citizenship. This knowledge inequality complicates efforts to broaden participation in geography education and geography careers.

Using data available from the National Assessment of Educational Progress (NAEP), we examine what 8th grade students are likely to know and be able to do in geography. Disaggregation of the data was performed to compare the outcomes of subgroups with persistently lower levels of geography achievement (e.g., Black and Hispanic, compared with White; female, compared with male; ELL, compared with not ELL; IEP, compared with not IEP; free/reduced-price lunch eligible, compared with ineligible; above modal age, compared with not above modal age). We then discuss the extent these groups of students are on track toward acquiring geography knowledge and skills recommended for different occupations. We conclude with recommendations for future research and interventions to foster educational equity in geography.