Interaction of Ethnicity, Mathematics Achievement Level, Socioeconomic Status, and Gender among High School Students' Mathematics Self-Concepts.

Signer, Barbara; Beasley, T. Mark; Bauer, Elizabeth

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Peer reviewed

ERIC Number: EJ557776

Record Type: Journal

Publication Date: 1997

Pages: N/A

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ISSN: ISSN-1082-4669

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Interaction of Ethnicity, Mathematics Achievement Level, Socioeconomic Status, and Gender among High School Students' Mathematics Self-Concepts.

Signer, Barbara; Beasley, T. Mark; Bauer, Elizabeth

Journal of Education for Students Placed at Risk, v2 n4 p377-93 1997

Examines the influence of ethnic background, socioeconomic status, and gender on mathematical ability and confidence in urban high school students. Interviews with 100 students reveal African American youth do have academic self-confidence, males sought more mathematics education than females, and that minority youth are not easily discouraged by low achievement. (GR)

Descriptors: Black Students, Comparative Analysis, High School Students, High Schools, Mathematical Aptitude, Mathematics Achievement, Minority Groups, Self Concept, Socioeconomic Status, Urban Schools, White Students

Publication Type: Journal Articles; Reports - Research

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Identifiers - Location: New York

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