The Role of Context: Racial-Ethnic Stereotyping in Examinations of Executive Functions and Sources of Self-Efficacy

• In Event: Examining Motivation Among Historically Minoritized Groups in STEM

Abstract

Executive functions are important predictors of learning and achievement outcomes in mathematics; however, little research examines how executive functions relate to learners’ academic motivations and how racialized stressors may impact those associations. Using a path analysis, we identified a relation between one type of executive function and two sources of students’ mathematics self-efficacy. In schools with a strong climate of stereotyping, that association was unsubstantiated. Our findings support arguments that school environments and students’ social and cultural identities play meaningful roles in how executive functions shape academic outcomes. We emphasize the importance of examining students’ sociocultural identities and contexts to better understand executive functions, generally, as well as students’ learning and schooling experiences.

Authors

• Allison Zengilowski, Lehigh University
  Presenting Author

• Kyle Matthew Boomhower, University of Michigan
  Non-Presenting Author

• Jamaal Matthews, University of Michigan
  Non-Presenting Author