Latino Linguistic Minority Students’ Mathematical Achievement: Generational Status, English Proficiency, and Curricular Pathways

• In Event: Roundtable Session 79
  In Roundtable Session: Culturally Responsive Schooling

Abstract

This study examines high school Latino LMs’ mathematical achievement as mediated by migrant generational status, English proficiency, and access to advanced curricular mathematical pathways. The investigation of such intersection extends from ability-grouping/tracking and linguistic segregation literature and is aligned to the central tenets of linguistic responsiveness and equitable access to rigorous mathematical content. Thus, our study integrates existing studies that have explored two diverse aspects of LMs: generational status and mathematical curricular pathways.

Authors

• Eduardo Mosqueda, University of California - Santa Cruz

• Saul Isaac Maldonado, University of California - Santa Cruz