An Analysis of TIMSS Mathematics Achievement by Ethnicity, Gender, Grade, and Environmental Factors

• In Event: Critical Examination of Race, Ethnicity, Class, and Gender in Education: STEM

Abstract

The purpose of this study was to examine mathematics academic achievement of 4th and 8th grade African, Latinx, and Asian American students related to students’ ethnicity, gender, grade, and environmental factors such as student bullying, parental involvement, and engaging teaching. The guiding research question for this inquire was: Which factors (gender, student bullying, parental involvement, and engaging teaching) do predict the mathematics achievement of 4th and 8th grade African, Latinx, and Asian American students? To respond to the question, a quantitative research design was implemented. According to the multiple linear regression analyses, parental involvement was a significant indicator for all students across grade and ethnicity. In addition, engaging teaching from mathematics teachers was significant only for Latinx American students’ achievement.

Authors

• Chi Yun Moon, Texas A&M University - College Station

• Patricia J. Larke, Texas A&M University - College Station

• Marlon C. James, Texas A&M University - College Station