ERIC Number: ED451009
Record Type: Non-Journal
Publication Date: 2001-Feb-22
Reference Count: N/A
Mexican American Students' Perception of Discursive Practices in Mathematics and Science Classrooms.
Telese, James A.; Ramirez, Reynaldo, Jr.
A study examined English-dominant and Spanish-dominant students' perceptions of opportunities to communicate in science and mathematics classrooms. A survey was administered to 207 Mexican American secondary students who attended a summer enrichment program in mathematics and science at a university on the Texas-Mexico border. The students were typically of high ability and had voluntarily enrolled in the summer program. Primary language was English for 128 students and Spanish for 79 students. Among other areas, the survey examined the frequency of various communication activities in science and mathematics classrooms. These activities included explaining one's thinking, giving oral reports, discussing "current" events, sharing ideas and asking questions, working with others, and writing reports. Two-way analyses of variance were conducted with gender and primary language as independent variables. Results indicate that female students with Spanish as their primary language perceived opportunities to communicate at frequencies nearly equal to those of male and female English-dominant students. Male students with Spanish as their primary language reported the lowest frequencies of participation in classroom discourse in either mathematics or science classes. (Contains 25 references.) (SV)
Descriptors: Classroom Communication, Classroom Environment, Enrichment Activities, Females, Hispanic American Students, Language Dominance, Males, Mathematics Education, Mexican American Education, Mexican Americans, Science Education, Secondary Education, Secondary School Students, Sex Differences, Student Attitudes, Student Experience, Summer Programs
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Sponsor: National Science Foundation, Arlington, VA.
Authoring Institution: N/A
Identifiers - Location: Texas