An Investigation of a Multidimensional Concept of Social Support Predicting African American/Hispanic Students’ Mathematics Achievement

• In Event: Roundtable Session 22
  In Roundtable Session: Supporting Adolescents in School: Issues and Challenges

Abstract

Using the Early Childhood Longitudinal Study (ECLS-K), this research analyzed the association between social supports provided by parents and their children’s achievement in mathematics. Results showed that students with higher levels of social support and greater parental expectations of educational attainment had higher scores on the 8th grade mathematics assessment. There was a significant difference in performance between White, African-American, and Hispanic students on the 8th grade mathematics assessment. Males did significantly better than females and students with poverty in their background performed significantly worse. The results provide some evidence to suggest that providing high expectations and strong social support, parents can partially mitigate the detrimental impact of poverty on student achievement in mathematics.

Authors

• Arlene Harrison, Howard County Public School System

• Mark J. Fenster, College of Notre Dame of Maryland