Predictions of High School Math Achievement from HSLS: Mathematics Identity, Mathematics Self-Efficacy, and Racialized Identity

• In Event: AERA Roundtable Session Saturday 11:45 am - Gold 2
  In Roundtable Session: Continuing the Explication of the Roles of Race and Culture in Mathematics Teaching and Learning

Abstract

Positive mathematics identity and mathematics self-efficacy contribute to math achievement and persistence of youth in STEM pathways. Using data from the High School Longitudinal Study of 2009 (HSLS:09), this study illuminates how high school students’ math identity and math self-efficacy interact with racialized identities to predict high school math achievement. Parental factors, school factors, and demographic variables were included as covariates. Ordinary Least Squared regression showed that math identity was significantly and positively associated with math GPA for all racial groups; however, the size of the association differed slightly. Math self-efficacy was only a significant and positive predictor of math GPA for some racial groups. Implications of this subgroup analysis for career development theories and future research are discussed.

Author

• Alexis Daniels, Johns Hopkins University