Math Competence-Related Beliefs in High School: A Replication of Ethnic/Racial Differences Within Gender Groups

• In Event: Fairmont Roundtable Session Twelve
  In Roundtable Session: How Do Social Identities and the Broader Historical and Cultural Context Shape Motivation? (Table 11)

Abstract

We conducted a conceptual replication of inter-individual differences based on race/ethnicity (i.e., European-, Latinx-, African-, and Asian-Americans) and gender in high school students’ math competence-related beliefs across four U.S. datasets. A total sample of 32,173 students from 9th to 12th grade was included. More similarities than differences were found, with differences especially evident among female students. For example, female African-Americans reported higher math competence-related beliefs than European-Americans from 9th to 12th grade. Across datasets, male African-Americans reported higher math competence-related beliefs than European-Americans but only in 11th grade. These findings highlight the importance of employing an intersectional approach to understanding high school students’ math competence-related beliefs.

Authors

• Charlott Rubach, University of Rostock
  Presenting Author

• Nayssan Safavian, University of California - Irvine
  Non-Presenting Author

• Glona Lee, University of California - Irvine
  Non-Presenting Author

• Anna-Lena Dicke, University of California - Irvine
  Non-Presenting Author

• Christy R. Starr, University of California - Irvine
  Non-Presenting Author

• Jacquelynne S. Eccles, University of California - Irvine
  Non-Presenting Author

• Sandra D. Simpkins, University of California - Irvine
  Non-Presenting Author