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ERIC Number: ED220344
Record Type: Non-Journal
Publication Date: 1982-Aug
Reference Count: N/A
Factors Influencing Mathematics Participation of Highly Able Mexican-American Adolescents. Final Report.
Arizona State Univ., Tempe.
A 2-year longitudinal/cross-sectional project investigated factors related to highly able Mexican Americans' decisions to avoid or take advanced mathematics. Questionnaires were given to roughly 350 Mexican Americans and to an equal number of equally able Anglo-Americans. Subjects were distributed evenly across grades 9, 10, and 11. Results indicated achievement is most strongly affected by overall attitudes towards mathematics, secondly by cognitive style, and lastly by educational expectations. Sex difference in achievement found in earlier studies was not supported, with ethnicity also having no apparent effect on mathematics achievement. Educational expectations and overall attitudes towards mathematics were found to be the best predictors of mathematical persistence, and cognitive style had no effect on this. It is further noted that as students progress through the grades, girls appear to lower their expectations while boys raise theirs. Finally, analysis indicates the two categories that most strongly affect persistence are affected by various intervening variables. The document concludes with suggestions for intervention strategies for increasing mathematics participation of all highly able students. (MP)
Descriptors: Academic Persistence, Educational Research, Elective Courses, Ethnic Studies, Ethnicity, Mathematics Achievement, Mathematics Curriculum, Mathematics Education, Mexican Americans, Secondary Education, Secondary School Mathematics, Sex Differences, Student Attitudes, Student Participation
Publication Type: Reports - Research
Education Level: N/A
Sponsor: National Science Foundation, Washington, DC.
Authoring Institution: Arizona State Univ., Tempe.