ERIC Number: ED381342
Record Type: Non-Journal
Publication Date: 1995-Feb
Reference Count: N/A
Understanding Racial-Ethnic Differences in Secondary School Science and Mathematics Achievement. Research and Development Report.
Peng, Samuel S.; And Others
This study was designed to address two related issues: (1) Why are Blacks, Hispanics, and American Indians underrepresented in science and mathematics-related fields, and (2) Why do students of these minority groups have lower achievement test scores in science and mathematics than other students? Data on a number of home, school, and student variables were collected from the 1988 eighth-grade cohort of the National Education Longitudinal Study. Major findings include: (1) At early ages, all students have equally positive attitudes toward science and mathematics learning in school and have similar aspirations for science and mathematics-related careers, but as they get older, more minority students become unprepared to enter these fields as they fall behind in mathematics and science learning; (2) a larger percentage of minority students come from families in poverty which have fewer learning materials at home such as books and computers, and their parents are more likely than others to have low educational levels and to be unemployed and are less likely to provide adequate mentoring or role models for mathematics and science learning; and (3) these minority students are more likely to attend disadvantaged schools where the overall academic and supporting environments are less conducive to learning, suffer from the lack of persistent effort and active involvement in school, and are in low-track achievement groups. Appendices include data tables; National Center for Education Statistics (NCES) Databases for Studies of Science and Mathematics in Education; Specification of Variables Used in the Study; and a table of Correlation Coefficients for Contextual and Process Variables. (Contains 44 references.) (MKR)
Descriptors: Cultural Differences, Disadvantaged Youth, Ethnomathematics, Grade 8, Junior High School Students, Mathematics Achievement, Mathematics Education, Racial Differences, Science Achievement, Science Careers, Science Education, Secondary Education, Student Attitudes
U.S. Government Printing Office, Superintendent of Documents, Mail Stop: SSOP, Washington, DC 20402-9328.
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: National Science Foundation, Washington, DC. Div. of Science Resources Studies.; National Center for Education Statistics (ED), Washington, DC.