A Latent Class Analysis of High School Student Advanced Mathematics Coursework and Depressive Symptoms

• In Event: Reforming the Math Hierarchy: Policy, Practice, and the Politics of Equity in Access and Pathways

Abstract

Objective: Identify the depressive profiles among a national urban sample of 15-year-old high school students and their experiences with math courses from grade 7-12.
Methods: Using data from 4,898 urban high school students in the Future of Families & Child
Wellbeing Study, we conducted a latent class analysis to explore the relation between mathematics enrollment and depressive symptoms among urban adolescents. Covariates included demographics, school discipline and policing, and school connectedness.
Results: Four subgroups were identified: (1) “not passed/low depressive”: (2) “passed/low depressive”; (3) “not passed trigonometry and calculus/low depressive”; and (4) “not passed/high depressive.”
Conclusion: Passing advanced mathematics courses plays a major role in the mental health of high school students.

Authors

• Kristian Edosomwan, University of Houston

• Collin Perryman, Morgan State University