Socioeconomic Disparities in Mathematics Teacher Perceptions, Self-Efficacy, and Student Outcomes: A National Longitudinal Study (Poster 24)

• In Event: AERA Poster Session Three
  In Poster Session: Measurement Theory and Application 2

Abstract

This study aims to focus on how Mathematics teachers play a key influential role on low socioeconomic (SES) students in relation to their own perceptions and self-efficacy. The research questions this study aims to answer are: RQ1) Do math teacher perceptions and self-efficacy differ across student SES? RQ2) Whether and to what extent do math teacher perceptions and self-efficacy relate to student test scores and self-efficacy? RQ3) Whether and to what extent do the relationships between math teacher perceptions and self-efficacy and student outcomes vary by student SES? The analytic sample is limited to the first-time 9th graders who participated in the base-year survey (2009; n= 17,947) using a National Longitudinal Study, HSLS:09.

Authors

• Guillermo Lopez, Claremont Graduate University
  Presenting Author

• Guan Saw, Claremont Graduate University
  Non-Presenting Author