Exploring Teacher Support, Math Attitudes, and Math Achievement: A Comparative Analysis of Black and White Students

• In Event: 68.054 - Perspectives on Equity and Mathematics Education

Abstract

The underrepresentation of students of color in STEM fields is one of the most challenging educational problems in the United States. The purpose of this study is to explore classroom and socioemotional variables that may impact math achievement and how this may differ for Black and White students, particularly investigating student perception of teacher support (PTS), math efficacy, math identity. Additionally, the purpose of this study is to validate a consistent measure of student perception of teacher support. Utilizing the HSLS:2009 (Ingles et al., 2009) dataset, our sample contained 2439 and 2230 Black and White students respectively. Results provide evidence for a measure of teacher support across racial groups. Results also reflect racial differences in path relationships

Authors

• Ashley Payne, The University of Memphis

• Leigh M. Harrell-Williams, The University of Memphis