The Side Effects of Underrepresented Junior High Students in Above-Grade-Level Mathematics Courses (Poster 34)

• In Event: AERA Poster Session Eleven
  In Poster Session: Research in Mathematics Education SIG Poster Session

Abstract

Enrollment decisions in above-grade-level coursework for junior-high students can be a complex process involving predictive exams, educational personal and social guidance. Such decisions can be filled with bias and/or prejudice, particularly if a student falls into an underrepresented group. In this study, four underrepresented students, enrolled in Pre-Algebra and Algebra in junior-high, shared side-effects that focused on strategy and ability and reduced their self-efficacy in above-grade-level course. Our findings suggest that teachers can assist students with plans toward success, provide appropriate and useful support, and help students recognize their potential in the above-grade-level course to help minimize periods of decreased self-efficacy in underrepresented students.

Authors

• Amanda Meiners, Northwest Missouri State University
  Presenting Author

• Kathy L. Schuh, University of Iowa
  Presenting Author

• Kara Hageman, University of Iowa
  Presenting Author

• Yuqing Zou, University of Iowa
  Non-Presenting Author

• Cheryl Ferguson, University of Iowa
  Presenting Author

• Salim George, University of Iowa
  Non-Presenting Author

• Michala Cox, University of Iowa
  Non-Presenting Author