Interplay of Gender and Self-Management in Mathematics Performance When Students Are on the Move

• In Event: Engendering New Examinations of Gender: Norms, Stereotypes, and Motivation

Abstract

Changing schools can negatively influence student mathematics learning. Although gender is an important part of individual identity and associated learning experiences, how student mobility plays out in mathematics learning based on gender has been an understudied topic. Using school-fixed effect models, we analyzed six school districts in California and found that the negative association of nonpromotional mobility with mathematics performance is more detrimental for males than females and that self-management explains the interaction effect. Our findings also showed that mathematics achievement differs by interactions across the different conditions of gender, nonpromotional moves, and levels of self-management. These findings suggest that student gender and level of self-management should be considered to buffer decreased mathematics performance observed after a nonpromotional move.

Authors

• Hana Kang, University of Colorado - Colorado Springs
  Presenting Author

• Cassandra M. Guarino, University of California - Riverside
  Non-Presenting Author

• Lucrecia Santibanez, University of California - Los Angeles
  Non-Presenting Author

• Robert K. Ream, University of California - Riverside
  Non-Presenting Author

• Yiwang Li, University of California - Riverside
  Non-Presenting Author