Youths’ Perception and Use of Mathematical Socialization Messages and Stories

• In Event: Roundtable Session 66
  In Roundtable Session: Math Matters: Making Math Accessible to Women and Students of Color

Abstract

In this paper, I discuss a mixed-method study for which I surveyed 263 high school students and interviewed 39 of these students in order to examine the content of the mathematical socialization messages and stories explicitly told to youth, as well as how the youth perceive and use this socialization. The majority of participants reported hearing messages and/or stories about math from their parents. Most mathematical socialization messages/stories dealt with difficulty with math and strategies to cope with such difficulty, although others provided advice, assessed performance, and judged math’s usefulness. Youth tended to agree with the positive messages they were told, and often took the advice offered. Thus, mathematical socialization likely serves as a support for youth during adolescence.

Author

• Traci L. English-Clarke, University of Pennsylvania