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ERIC Number: ED595788
Record Type: Non-Journal
Publication Date: 2016-Apr-10
Pages: 19
Abstractor: As Provided
Promotive and Corrosive Roles of School Racial Climates in African American Students' Mathematics Self-Concepts and Outcomes
McKellar, Sarah E.; Marchand, Aixa Daphne; Diemer, Matthew; Malanchuk, Oksana
AERA Online Paper Repository, Paper presented at the Annual Meeting of the American Educational Research Association (Washington, DC, Apr 8-12, 2016)
Student self-concept of math ability (SCMA) and math utility value shape course-taking patterns, achievement, and entree into mathematics-intensive college majors (Eccles & Wigfield, 2005). The development of SCMA and math utility value are embedded in social contexts (Marsh et al., 2005). School racial climate is a particularly important context for African American students' academic self-concept, yet understudied - particularly in relation to STEM success. This longitudinal study applies structural equation modeling to MADICS [Maryland Adolescent Development in Context Study], exploring how school racial climates moderate the relationship between teacher practices (math curricular utility value) and African American students' SCMA and math utility value. These student beliefs in 11th grade are linked to college majors two years later, holding implications for understanding African American students' STEM success.
AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail:; Web site:
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: Grade 11; High Schools; Secondary Education; Higher Education; Postsecondary Education; Elementary Education; Grade 7; Junior High Schools; Middle Schools; Grade 8; Grade 10
Audience: N/A
Language: English
Sponsor: National Science Foundation (NSF)
Authoring Institution: N/A
Identifiers - Location: Maryland
Grant or Contract Numbers: 110878