Examining the Influence of an Emporium Model Approach on African American Students' Math Self-Efficacy Beliefs

• In Event: Contemporary Perspectives on STEM in Black Education

Abstract

This study explored the effects of an emporium model on African American students’ mathematical self-efficacy beliefs. Decades of research indicate profound underperformance of African American students in mathematics and that math self-efficacy beliefs influence math achievement. The self-directed nature of the emporium model could influence math self-efficacy and achievement, as compared to a traditional model. The current study examined African American students’ experiences with the emporium model in a college developmental mathematics course. Participants successfully completed the course and interviewed to examine experiences as typical math students who participated in the emporium model. Results from this study may have implications in course design and instructional practice to ultimately improve learning conditions for African American students in college level math courses.

Author

• Adam E. Smith, EF+Math