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ERIC Number: EJ1215942
Record Type: Journal
Publication Date: 2016
Pages: 14
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0022-2984
EISSN: N/A
The Influence of Math Self-Efficacy on the College Enrollments of Young Black Women
Chambers, Crystal R.; Walpole, MaryBeth; Outlaw, Nolan
Journal of Negro Education, v85 n3 p302-315 Sum 2016
National studies indicate that units and level of rigor in mathematics coursework are the strongest predictors of college enrollment. However, for young Black women there are often structural barriers impeding access to rigorous mathematics coursework, potentially impinging on postsecondary enrollment. In the present study the authors analyze the relationship between math self-efficacy and student propensity to enroll in any postsecondary institution as well as the relationship between math self-efficacy and the propensity enroll in four-year postsecondary institutions for Black women high school students. To do so, the authors use the National Center for Education Statistics (NCES) Educational Longitudinal Survey of 2002 and find that for young Black women students, having a higher math self-efficacy is positively associated with enrollment in a four-year institution. Unfortunately, their math self-efficacy erodes over time and lower mathematics self-efficacies are negatively associated with postsecondary enrollment. As students who start in a four-year environment are more likely to complete the baccalaureate degree, encouraging mathematics self-efficacy development is a logical step toward improving Black women's educational attainment.
Howard University School of Education. 2900 Van Ness Street NW, Washington, DC 20008. Tel: 202-806-8120; Fax: 202-806-8434; e-mail: journalnegroed@gmail.com; Web site: http://www.journalnegroed.org
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Education Longitudinal Study of 2002 (NCES)
Grant or Contract Numbers: N/A