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ERIC Number: EJ810911
Record Type: Journal
Publication Date: 2008-Jan
Pages: 7
Abstractor: As Provided
Reference Count: 28
ISSN: ISSN-1521-0960
Ethnicity, Cognitive Styles, and Math Achievement: Variability within African-American Post-Secondary Students
Tomes, Yuma I.
Multicultural Perspectives, v10 n1 p17-23 Jan 2008
In this study, the relationship between ethnicity and cognitive styles was examined. Past literature (Witkin, 1978) suggested that African Americans and other ethnic groups were field-dependent learners. However, more recent studies (Dunn & Dunn, 1991; Saracho, 1999) have given mixed results regarding processing. This study included a sample of 159 prerequisite math students at a large southeastern university. The sample was administered the Gregorc Style Delineator (1982) to determine participants' cognitive style. Results revealed that no particular ethnicity demonstrated an affinity for one cognitive style. However, African Americans were more likely to have a concrete cognitive style, which is juxtaposed to previous studies. (Contains 4 tables.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Gregorc Style Delineator