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17-02-2016 | Empirical Research

Promotive and Corrosive Factors in African American Students’ Math Beliefs and Achievement

Auteurs: Matthew A. Diemer, Aixa D. Marchand, Sarah E. McKellar, Oksana Malanchuk

Gepubliceerd in: Journal of Youth and Adolescence | Uitgave 6/2016

Abstract

Framed by expectancy-value theory (which posits that beliefs about and the subjective valuation of a domain predict achievement and decision-making in that domain), this study examined the relationships among teacher differential treatment and relevant math instruction on African American students’ self-concept of math ability, math task value, and math achievement. These questions were examined by applying structural equation modeling to 618 African American youth (45.6 % female) followed from 7th to 11th grade in the Maryland Adolescent Development in Context Study. While controlling for gender and prior math achievement, relevant math instruction promoted and teacher differential treatment corroded students’ math beliefs and achievement over time. Further, teacher discrimination undermined students’ perceptions of their teachers, a mediating process under-examined in previous inquiry. These findings suggest policy and practice levers to narrow opportunity gaps, as well as foster math achievement and science, technology, engineering and math success.

vorige artikel Behavioral Engagement, Peer Status, and Teacher–Student Relationships in Adolescence: A Longitudinal Study on Reciprocal Influences

volgende artikel Transactional Links Between Teacher–Student Relationships and Adolescent Rule-Breaking Behavior and Behavioral School Engagement: Moderating Role of a Dopaminergic Genetic Profile Score

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Titel: Promotive and Corrosive Factors in African American Students’ Math Beliefs and Achievement
Auteurs: Matthew A. Diemer
Aixa D. Marchand
Sarah E. McKellar
Oksana Malanchuk
Publicatiedatum: 17-02-2016
Uitgeverij: Springer US
Gepubliceerd in: Journal of Youth and Adolescence / Uitgave 6/2016
Print ISSN: 0047-2891
Elektronisch ISSN: 1573-6601
DOI: https://doi.org/10.1007/s10964-016-0439-9

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