Promotive and Corrosive Roles of School Racial Climates in African American Students' Mathematics Self-Concepts and Outcomes

Autor/inn/en	McKellar, Sarah E.; Marchand, Aixa Daphne; Diemer, Matthew; Malanchuk, Oksana
Titel	Promotive and Corrosive Roles of School Racial Climates in African American Students' Mathematics Self-Concepts and Outcomes
Quelle	(2016), (19 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Self Concept; Mathematics Skills; African American Students; Racial Composition; STEM Education; Educational Environment; Teaching Methods; Value Judgment; Majors (Students); College Students; Student Attitudes; Student Motivation; Culturally Relevant Education; Grade 7; Grade 11; Middle School Students; High School Students; Mathematics Achievement; Teacher Expectations of Students; Racial Bias; Grade 8; Grade 10; Maryland + Suchen Sie Ihr Suchwort? Selbstkonzept; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; STEM; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Teaching method; Lehrmethode; Unterrichtsmethode; Werturteil; Collegestudent; Schülerverhalten; Schulische Motivation; School year 07; 7. Schuljahr; Schuljahr 07; School year 11; 11. Schuljahr; Schuljahr 11; Middle school; Middle schools; Mittelschule; Mittelstufenschule; High school; High schools; Oberschule; Mathmatics sikills; Mathematical ability; Racial discrimination; Rassismus; School year 08; 8. Schuljahr; Schuljahr 08
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01