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Associations between Communal Socialization and the Math Identity and Performance of Minoritized Elementary Students

Thu, March 23, 11:45am to 1:15pm, Salt Palace Convention Center, Floor: 3, Meeting Room 355 A

Abstract

Introduction
Communal socialization, the transmission of communal values through messages, models, or experiences, has been found to positively influence African American high school students’ (1) engagement and performance in mathematics and (2) sense of identity and social responsibility to their communities (McElveen, 2021). Importantly, communal socialization leverages two motivational factors, students’ value of social connectedness and interdependence as a part of their personal and collective identities (i.e., communal value) and the availability of a learning environment that sustains those values. Prior literature supports these two factors as positively contributing to the identities (Boykin et al., 2005; Turner et al., 2009) and performance (Boykin & Bailey, 2000; Leyva et al., 2022) of minoritized elementary students (i.e., Black, Latine, those experiencing poverty). We extended the research of communal socialization to elementary settings to examine its association with students’ identity and performance in mathematics. In this study, we examined the factor structure of the Communal Socialization Scale and assessed the association between students’ perceptions of communal socialization and their math identities and performance. We hypothesize that communal socialization, as a culturally sustaining practice, will be positively associated with these outcomes.

Study Population
We surveyed elementary students (n = 111, 66% third grade, 54% female, 41% White, 26% Latine, 82% parent education less than an Associate’s Degree).
 
Method
Communal Socialization Scale items were adapted to a third-grade reading level. Based on a pilot study with elementary students, the factor structure of the scale was adapted from a three-factor solution for 12 items to a two-factor solution for nine items. In the present study, we validated the nine-item scale in third to fifth grade classrooms.

Associations between communal socialization and students’ math identities were measured using the Sense of Belonging to Mathematics (Barbieri & Miller-Cotto, 2021; Good et al. 2012), Math Identity (adapted from Cribbs et al., 2015), Math Empowerment, and Math Environment scales (all measured from 0=No to 3=Yes). Mathematics performance was measured using a word-problem solving assessment with single- and multi-step items.

Results
Confirmatory factor analyses indicated the best model fit was a two-factor solution. This replicated findings from a prior study within elementary mathematics contexts. Factors reflected students’ perceptions of how teachers encourage social connectedness and connecting math to their communities, with distinctions between local and global communities. Communal socialization was experienced higher than average (M=3.56, SD=0.49) with no significant differences based on gender, grade, race/ethnicity, or parent education. Weak and significant correlations between communal socialization and math outcomes indicated its impact on students' math perceptions (LaMorte, 2021; Table 5). Higher ratings of communal socialization were associated with higher ratings of belonging (β=.33, SD=0.08, p=.001), identity (β=.39, SD=0.08, p=.001), and empowerment (β=.38, SD=0.08, p=.001) in mathematics. There was no significant association found between students’ ratings of communal socialization and their mathematics word-problem solving.

Communal socialization as a component of culturally sustaining teaching was positively and significantly associated with elementary students’ identities and achievement in mathematics. This relation was experienced across demographic differences, reflecting the value and promise of equity- and culturally-driven practices in elementary mathematics.

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