Relating English Language Learners' Mathematics Attitudes to College STEM Degree: A Latent Class Analysis Approach

• In Event: 72.065 - Roundtable Session 30
  In Roundtable Session: 72.065-2 - Mathematics Students Attitudes and Beliefs

Abstract

This study explores the relationship between English Language Learners’ (ELL) math attitudes and math self-efficacy with attaining a degree in science, technology, engineering, or mathematics (STEM). Using a latent class analysis, a nationally representative sample (N=9,610) of U.S. 10th grade students from the Education Longitudinal Study (ELS:2002) were classified based on students’ responses to questions about their math attitudes and math self-efficacy. Results indicate that ELLs were more likely to have high math attitudes, but low math self-efficacy. Additionally, ELL students were less likely to attain a STEM degree compared to other students with high math attitudes and high math self-efficacy. This study has implications for researchers to understand ways to develop ELLs’ English proficiency to increase their math self-efficacy.

Authors

• Myley Dang, Mathematica Policy Research, Inc

• Mary E. Brenner, University of California - Santa Barbara

• Karen L. Nylund-Gibson, University of California - Santa Barbara