We examined recent process models of accumulated disadvantage with an intersectional lens in order to provide a more complete picture of how disadvantages across punishment and math trajectories can accumulate over time and disparately affect marginalized race-gender groups. Using structural equation modeling (SEM) with a nationally representative longitudinal study of high school students (HSLS-09), we found that punishment trajectories were influenced by math and vice versa, as well as that these relationships differed across math performance and various aspects of math attitudes, including efficacy, utility, and identity. Furthermore, we found that gender, race, and race-gender groups experienced significantly different relationships. When considering the intersection of punishment and math disadvantages, these differences appear to not only accumulate disadvantages within punishment and math trajectories but also across them for marginalized race-gender groups. This was especially true for Black males. We conclude with a discussion of implications for policy and practice.

中文翻译：

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美国高中的劣势成倍增加：惩罚与成就轨迹之间相互作用的交叉分析

我们用交叉镜头检查了最近积累的劣势的过程模型，以便更全面地了解惩罚和数学轨迹上的劣势如何随着时间的推移而积累，并对边缘化的种族性别群体产生不同的影响。使用结构方程模型 (SEM) 和全国代表性的高中生纵向研究 (HSLS-09)，我们发现惩罚轨迹受到数学的影响，反之亦然，而且这些关系在数学表现和数学表现的各个方面都存在差异。数学态度，包括功效、效用和同一性。此外，我们发现性别、种族和种族-性别群体经历着显着不同的关系。当考虑惩罚和数学劣势的交叉点时，这些差异似乎不仅在惩罚和数学轨迹中积累了劣势，而且在边缘化的种族性别群体中也积累了劣势。对于黑人男性来说尤其如此。最后我们讨论了对政策和实践的影响。