Intersectionality, Educational Expectations, and Math Outcomes of Black High School Students

• In Event: Sunday Roundtable Session 7:45 am
  In Roundtable Session: Overcoming Barriers in Mathematics Education (Table 7)

Abstract

There is a longstanding concern about underrepresentation in STEM among different demographic groups. This study examined the convergence of gender and family SES and parent and student future educational expectancy on math-related outcomes guided by critical quantitative intersectionality framework and expectancy-value theory. Using a nationally representative sample from the High School Longitudinal Study:2009, we examined 1899 Black adolescents in 9th grade, explicitly focusing on math identity and achievement. Results found significant effects of family SES, students' and parents’ educational expectations on math achievement. However, we found no significant effects of gender nor interaction of family SES and gender on math achievement. Furthermore, there were no significant effects of these variables on math identity.

Authors

• Hyeon Jean Yoo, Tennessee State University

• Andrea L. Tyler, Tennessee State University