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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

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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.
Literatuur
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Metagegevens
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