Sense of Belonging in Math Class: Why Ethnic Context, Math Sequence, and Ethnicity Matter

• In Event: 25.052 - Who I Am and What It Means: Relevance and Identity in Motivation Research

Abstract

Using an ethnically diverse sample of students transitioning from middle to high school, the association between math sequence, ethnicity, and perceived same ethnic peers on sense of math belonging was tested. As hypothesized, students who perceived more same ethnic peers in math class were more likely to feel a higher sense of belonging in math; however, this association depended on the math sequence students were in and varied as function of students' ethnicity. Nonetheless, one finding that was consistent across all ethnic groups was that more perceived same ethnic peers did not predict belonging in math when students took Algebra in 8th grade and successfully passed it. The implications of these findings for policies like Algebra for All are discussed.

Author

• Jessica Morales-Chicas, California State University - Los Angeles