A Quantitative Study of Mathematics Identity and Achievement among LatinX Secondary School Students

Autor/inn/en	Gonzalez, Lidia; Lucas, Nicole; Battle, Juan
Titel	A Quantitative Study of Mathematics Identity and Achievement among LatinX Secondary School Students
Quelle	In: Journal of Latinos and Education, 22 (2023) 5, S.1953-1968 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gonzalez, Lidia)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-8431
DOI	10.1080/15348431.2022.2073231
Schlagwörter	Hispanic American Students; Secondary School Students; Self Concept; Mathematics Achievement; Student Characteristics; Institutional Characteristics; Social Capital; Parent Participation; Grade Point Average; Grade 11; High School Students; Socioeconomic Status; Critical Race Theory; High School Longitudinal Study of 2009 (NCES) + Suchen Sie Ihr Suchwort? Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Sekundarschüler; Selbstkonzept; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Sozialkapital; Elternmitwirkung; School year 11; 11. Schuljahr; Schuljahr 11; High school; High schools; Oberschule; Socio-economic status; Sozioökonomischer Status
Abstract	Using data from the National Center of Educational Statistics' (NCES) 2009 High School Longitudinal Study, this article studies the relationship between mathematics identity and mathematics success for LatinX students by relying on critical race theory and intersectionality as theoretical frameworks. The quantitative analysis relies on hierarchical regression modeling to examine the relative impact of demographic variables, school characteristics, parents social capital, and parental involvement on the mathematics grade point averages at the conclusion of 11th grade of a national sample of LatinX students. The article concludes with a discussion of the ways in which we as educators, policy makers, and researchers can work toward supporting positive mathematics identity development and, by extension, mathematical attainment and success for LatinX students. Specifically, the article discusses ways in which the experiences, cultures and abilities of these students can be acknowledged, celebrated, and built upon. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01