ERIC Number: ED400302
Record Type: Non-Journal
Publication Date: 1996-Apr-9
Reference Count: N/A
A Study of the Interaction of Ethnicity, Math Achievement, Socioeconomic Status, and Gender on Math Attitudes of High School Students.
Signer, Barbara; And Others
The interaction among ethnicity, socioeconomic status (SES), mathematics achievement level, and gender on student beliefs about themselves as learners of mathematics was studied through in-depth interviews with high school students. One hundred high school students were interviewed. Half were: (1) African American or White; (2) female or male; (3) high-math or low-math achievers; and (4) residing in high and low SES communities. Dependent variables, based on student responses, were educational aspirations and mathematics self-concept, while demographic variables such as gender and ethnicity were independent variables. Findings reveal interactions of mathematics achievement by ethnicity, ethnicity by math achievement by SES, and gender by math achievement. The significant reported interactions involve mathematics achievement, yet mathematics coursework and achievement levels are not commonly studied when reporting socioeconomic, gender, and ethnic differences of mathematics attitudes. Males were more likely than females to attribute intrinsic constructs as reasons for their mathematics grades. Findings about African American students support research that dispels the myth that African American youth have little academic self-concept and that indicates that minority youth are not easily discouraged by low achievement. (Contains 4 tables and 26 references.) (SLD)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Sponsor: National Science Foundation, Arlington, VA.
Authoring Institution: N/A