Interaction of Ethnicity, Mathematics Achievement Level, Socioeconomic Status, and Gender Among High School Students' Mathematics Self-Concepts
Titel:
Interaction of Ethnicity, Mathematics Achievement Level, Socioeconomic Status, and Gender Among High School Students' Mathematics Self-Concepts
Auteur:
Signer, Barbara Beasley, T. Mark
Verschenen in:
Journal of education for students placed at risk
Paginering:
Jaargang 2 (1997) nr. 4 pagina's 377-393
Jaar:
1997-10-01
Inhoud:
One hundred White and African American urban secondary students were interviewed for this study. After review and interpretation of the interview tapes, responses to each question were coded, and three dependent variables were selected. Loglinear models, which analyze relationships among cross-classified variables, were used to investigate interactions among ethnicity, mathematics achievement level, socioeconomic status, and gender. Although this study verified previous findings that male students are more likely than female students to enroll in additional mathematics courses and to attribute their mathematics grades to intrinsic constructs (ability and effort), interesting findings not previously explored are reported. Specifically, these findings support research that dispels the myth that African American youth have little academic self-confidence (Wylie, 1979) and support the belief that minority youth are not easily discouraged by low achievement (Mathews, 1984).
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