Abstract:

The crucial role of teacher support in enhancing students' academic performance and self-efficacy in math education within the United States cannot be overstated. This influence is particularly impactful for minority students. In classrooms where teachers offer meaningful support, students tend to foster positive self-perceptions and exhibit pro-social behaviors, both of which substantially contribute to their academic achievements.
Despite the increasing necessity to explore the correlation between teacher support, math learning, and various familial and school contexts, the existing body of research has fallen short in providing substantial insights for both researchers and practitioners. This research gap becomes even more conspicuous when delving into the intricate dynamics that affect diverse groups' academic and non-academic outcomes. To address this void, our study was meticulously crafted to investigate how teacher support uniquely affects students from diverse racial, linguistic, and social backgrounds in terms of their math performance, coupled with the dynamics of the math classroom.
Drawing upon data from the High School Longitudinal Study, this study employed advanced structural equation modeling techniques to yield conclusions that hold a high degree of generalizability. Our findings underscored the detrimental connection between students' lack of preparedness for their classes and their diminished access to teacher support, resulting in lowered math self-efficacy and performance. Notably, while teacher support emerged as a catalyst for enhanced math self-efficacy, its influence on math performance did not exhibit a direct positive pathway. Particularly intriguing were the differing effects observed among racial and linguistic minorities, signifying the nuanced nature of this relationship.
The implications of our research hold substantial significance for minoritized students, who enrich their math classrooms with a tapestry of diverse cultures and perspectives.

Keywords:

Math performance, math self-efficacy, racial minority, linguistic minority, teacher support, class preparation.