Centering Youth Voices in Math and SEL: A Quasi-Experimental Pilot Study

• In Event: Centering Youth Voices and Experiences in Social and Emotional learning Research

Abstract

Math anxiety and math self-efficacy are strong predictors of future academic achievement and participation in STEM fields. African American and Hispanic students are disproportionately impacted by stereotype threat, which negatively affects math performance through increased anxiety and lowered self-efficacy (Casanova et al., 2021; Spencer et al., 2016). Culturally relevant interventions may help mitigate these effects by affirming youth identity and reducing stress responses in learning environments.

This study presents findings from a quasi-experimental pilot of I Apply Math in My World, a bilingual math game co-designed with African American and Hispanic elementary students, families, educators, and mental health professionals (n = 95). Grounded in Human-Centered Design (HCD), North Carolina Math Standards, Culturally Relevant Pedagogy (CRP; Brown-Jeffy & Cooper, 2011), and Transformative Social Emotional Learning (TSEL; Jagers et al., 2019), the intervention aimed to promote equity in math learning by elevating youth voice, cultural assets, and emotional well-being.
In summer 2023, 77 students ages 7–14 (M = 9.8, SD = 1.8) participated in a six-week study. The intervention group (n = 41) played I Apply Math in My World, while the control group (n = 36) engaged with pre-selected free online math games. Surveys administered pre- and post-intervention assessed math anxiety, math self-efficacy, growth mindset, and academic anxiety.

The intervention group had a higher percentage of Hispanic (33.33%) and Black (44.44%) students, while the control group was predominantly White (58.54%) and had more students with disabilities (22.22% vs. 7.32%). At baseline, the intervention group reported significantly higher math anxiety (M = 1.34 vs. 1.05, p = .04) and academic anxiety (M = 2.11 vs. 1.77, p = .005). ANCOVA models adjusting for baseline scores and covariates showed no significant group differences in post-intervention math anxiety or self-efficacy. However, growth mindset scores were significantly lower in the intervention group, F(1, 68) = 6.09, p = .016, η² = .09.

Exploratory within-group analyses of Hispanic (n = 12) and African American (n = 16) students in the intervention condition showed small-to-moderate reductions in math anxiety (ds = −0.44 and −0.43, respectively), though effects were not statistically significant. Qualitative feedback (n = 66) revealed mixed responses: students appreciated culturally resonant game settings (e.g., School, Restaurant) but reported technical bugs, confusing tasks, and a need for more inclusive and engaging features. Several noted that summer was not an ideal time for implementation, preferring math games integrated into school settings.

Findings underscore the importance of engaging youth voices in the design and evaluation of SEL-infused math interventions. While statistical effects were limited, the co-design process and qualitative insights highlight promising directions for future, more robust evaluations aimed at promoting equity in math education for historically marginalized youth. These findings illustrate the importance of centering youth voices in both the design and evaluation of SEL-integrated learning tools. The discussion provides recommendations for culturally relevant intervention developers, implementers, and evaluators invested in addressing math-related challenges among diverse student populations while centering youth cultural identities and emotional experiences in math to promote equity in SEL and STEM.

Authors

• Luz Robinson, University of North Carolina - Chapel Hill

• Hannah Garner

• Graceson L. Clements, University of North Carolina - Chapel Hill

• Grace Little

• Victoria Plyler

• Dorothy L. Espelage, University of North Carolina - Chapel Hill

• Todd S. Cherner, University of North Carolina - Chapel Hill

• Marisa Marraccini, University of North Carolina - Chapel Hill