語系:
繁體中文
English
說明(常見問題)
回圖書館首頁
手機版館藏查詢
登入
回首頁
切換:
標籤
|
MARC模式
|
ISBD
FindBook
Google Book
Amazon
博客來
Internalizing Achievement Inequality : = The Development of Racial/Ethnic Differences in Mathematics Attitudes and Their Implications for Persistence in STEM.
紀錄類型:
書目-電子資源 : Monograph/item
正題名/作者:
Internalizing Achievement Inequality :/
其他題名:
The Development of Racial/Ethnic Differences in Mathematics Attitudes and Their Implications for Persistence in STEM.
作者:
Clark, Anne C.
面頁冊數:
1 online resource (128 pages)
附註:
Source: Dissertations Abstracts International, Volume: 84-04, Section: A.
Contained By:
Dissertations Abstracts International84-04A.
標題:
Sociology. -
電子資源:
http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29712375click for full text (PQDT)
ISBN:
9798845451798
Internalizing Achievement Inequality : = The Development of Racial/Ethnic Differences in Mathematics Attitudes and Their Implications for Persistence in STEM.
Clark, Anne C.
Internalizing Achievement Inequality :
The Development of Racial/Ethnic Differences in Mathematics Attitudes and Their Implications for Persistence in STEM. - 1 online resource (128 pages)
Source: Dissertations Abstracts International, Volume: 84-04, Section: A.
Thesis (Ph.D.)--University of Michigan, 2022.
Includes bibliographical references
Black and Hispanic students have lower achievement than White students due to segregation, discrimination, and poverty. If these disadvantages also lead to negative academic attitudes, Black and Hispanic students may disengage from school, compounding the effects of low achievement and limited opportunities. Therefore, my dissertation is organized around two questions: (1) Do racial/ethnic differences in academic attitudes develop in response to educational inequalities? (2) If so, do differences in attitudes translate into differences in educational behavior and decision-making? I answer these questions using elementary and middle school data on mathematics attitudes from the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 (ECLS-K). Because STEM (science, technology, engineering, and mathematics) professions are the highest paying, racial/ethnic inequalities in mathematics education are particularly consequential for the reproduction of racial/ethnic income inequality. My dissertation has two main contributions. First, I show that Black and Hispanic students' mathematics self-competence, or self-assessed mathematics ability, declines as they internalize the limitations placed on their achievement by structural racism. In third grade, Black and Hispanic students have high mathematics self-competence relative to White students with similar achievement because they are segregated into underperforming schools. They compare themselves favorably to their low-achieving peers. However, as they get older, Black and Hispanic students' self-competence falls. By eighth grade, racial/ethnic differences among students with comparable test scores are largely insignificant. Because Black and Hispanic students have lower test scores, on average, this leaves them with lower self-competence overall. These results extend theories on the classic big-fish-little-pond effect by showing that the effect diminishes with age. Second, I demonstrate that, compared to mathematics self-competence, mathematics interest is less dependent on school quality but also less consequential for persistence in STEM. In the second chapter, I find that disadvantaged families are able to buttress their children's mathematics interest. As a result, Black and Hispanic students end middle school with high mathematics interest relative to their low self-competence. In the third chapter, I show that high self-competence is associated with enrollment in upper-level mathematics courses, whereas high interest motivates more frequent homework completion. Combined, these two chapters demonstrate that mathematics interest is limited as a source of resilience for Black and Hispanic children. Although interest boosts studiousness, the returns to studiousness are lower in the absence of the self-competence to enroll in advanced mathematics courses. Overall, this research advances sociological theory on racial/ethnic differences in academic attitudes. Sociologists of education have disproven the claim that Black and Hispanic communities possess an "oppositional culture" that discourages scholastic achievement as a form of "acting White." However, these scholars have not posited an alternate theory on the relationship between racial/ethnic educational inequality and academic attitudes. This dissertation shows that Black and Hispanic students' low achievement leads to negative academic attitudes, not the other way around. Black and Hispanic children enter school with equally positive academic attitudes as White children. Educational disadvantages produce low achievement, which Black and Hispanic students gradually internalize as low self-competence. This low self-competence discourages children from pursuing ambitious academic paths, thereby maintaining racial/ethnic educational inequality.
Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023
Mode of access: World Wide Web
ISBN: 9798845451798Subjects--Topical Terms:
516174
Sociology.
Subjects--Index Terms:
Attitude-achievement paradoxIndex Terms--Genre/Form:
542853
Electronic books.
Internalizing Achievement Inequality : = The Development of Racial/Ethnic Differences in Mathematics Attitudes and Their Implications for Persistence in STEM.
LDR
:05496nmm a2200481K 4500
001
2357386
005
20230621091255.5
006
m o d
007
cr mn ---uuuuu
008
241011s2022 xx obm 000 0 eng d
020
$a
9798845451798
035
$a
(MiAaPQ)AAI29712375
035
$a
(MiAaPQ)umichrackham004239
035
$a
AAI29712375
040
$a
MiAaPQ
$b
eng
$c
MiAaPQ
$d
NTU
100
1
$a
Clark, Anne C.
$3
3697915
245
1 0
$a
Internalizing Achievement Inequality :
$b
The Development of Racial/Ethnic Differences in Mathematics Attitudes and Their Implications for Persistence in STEM.
264
0
$c
2022
300
$a
1 online resource (128 pages)
336
$a
text
$b
txt
$2
rdacontent
337
$a
computer
$b
c
$2
rdamedia
338
$a
online resource
$b
cr
$2
rdacarrier
500
$a
Source: Dissertations Abstracts International, Volume: 84-04, Section: A.
500
$a
Advisor: Bruch, Elizabeth E.
502
$a
Thesis (Ph.D.)--University of Michigan, 2022.
504
$a
Includes bibliographical references
520
$a
Black and Hispanic students have lower achievement than White students due to segregation, discrimination, and poverty. If these disadvantages also lead to negative academic attitudes, Black and Hispanic students may disengage from school, compounding the effects of low achievement and limited opportunities. Therefore, my dissertation is organized around two questions: (1) Do racial/ethnic differences in academic attitudes develop in response to educational inequalities? (2) If so, do differences in attitudes translate into differences in educational behavior and decision-making? I answer these questions using elementary and middle school data on mathematics attitudes from the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 (ECLS-K). Because STEM (science, technology, engineering, and mathematics) professions are the highest paying, racial/ethnic inequalities in mathematics education are particularly consequential for the reproduction of racial/ethnic income inequality. My dissertation has two main contributions. First, I show that Black and Hispanic students' mathematics self-competence, or self-assessed mathematics ability, declines as they internalize the limitations placed on their achievement by structural racism. In third grade, Black and Hispanic students have high mathematics self-competence relative to White students with similar achievement because they are segregated into underperforming schools. They compare themselves favorably to their low-achieving peers. However, as they get older, Black and Hispanic students' self-competence falls. By eighth grade, racial/ethnic differences among students with comparable test scores are largely insignificant. Because Black and Hispanic students have lower test scores, on average, this leaves them with lower self-competence overall. These results extend theories on the classic big-fish-little-pond effect by showing that the effect diminishes with age. Second, I demonstrate that, compared to mathematics self-competence, mathematics interest is less dependent on school quality but also less consequential for persistence in STEM. In the second chapter, I find that disadvantaged families are able to buttress their children's mathematics interest. As a result, Black and Hispanic students end middle school with high mathematics interest relative to their low self-competence. In the third chapter, I show that high self-competence is associated with enrollment in upper-level mathematics courses, whereas high interest motivates more frequent homework completion. Combined, these two chapters demonstrate that mathematics interest is limited as a source of resilience for Black and Hispanic children. Although interest boosts studiousness, the returns to studiousness are lower in the absence of the self-competence to enroll in advanced mathematics courses. Overall, this research advances sociological theory on racial/ethnic differences in academic attitudes. Sociologists of education have disproven the claim that Black and Hispanic communities possess an "oppositional culture" that discourages scholastic achievement as a form of "acting White." However, these scholars have not posited an alternate theory on the relationship between racial/ethnic educational inequality and academic attitudes. This dissertation shows that Black and Hispanic students' low achievement leads to negative academic attitudes, not the other way around. Black and Hispanic children enter school with equally positive academic attitudes as White children. Educational disadvantages produce low achievement, which Black and Hispanic students gradually internalize as low self-competence. This low self-competence discourages children from pursuing ambitious academic paths, thereby maintaining racial/ethnic educational inequality.
533
$a
Electronic reproduction.
$b
Ann Arbor, Mich. :
$c
ProQuest,
$d
2023
538
$a
Mode of access: World Wide Web
650
4
$a
Sociology.
$3
516174
650
4
$a
Educational psychology.
$3
517650
650
4
$a
Educational sociology.
$3
519608
650
4
$a
Mathematics education.
$3
641129
650
4
$a
Ethnic studies.
$2
bicssc
$3
1556779
653
$a
Attitude-achievement paradox
653
$a
Big-fish-little-pond effect
653
$a
Oppositional culture
653
$a
Segregation
653
$a
Ethnicity
653
$a
STEM
653
$a
Achievement inequality
653
$a
Race
653
$a
Mathematics attitudes
655
7
$a
Electronic books.
$2
lcsh
$3
542853
690
$a
0626
690
$a
0340
690
$a
0525
690
$a
0631
690
$a
0280
710
2
$a
ProQuest Information and Learning Co.
$3
783688
710
2
$a
University of Michigan.
$b
Sociology.
$3
2119456
773
0
$t
Dissertations Abstracts International
$g
84-04A.
856
4 0
$u
http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29712375
$z
click for full text (PQDT)
筆 0 讀者評論
館藏地:
全部
電子資源
出版年:
卷號:
館藏
1 筆 • 頁數 1 •
1
條碼號
典藏地名稱
館藏流通類別
資料類型
索書號
使用類型
借閱狀態
預約狀態
備註欄
附件
W9479742
電子資源
11.線上閱覽_V
電子書
EB
一般使用(Normal)
在架
0
1 筆 • 頁數 1 •
1
多媒體
評論
新增評論
分享你的心得
Export
取書館
處理中
...
變更密碼
登入