Abstract:

This study was designed to examine inherent causes for low math performance among students of color. Five years of achievement data demonstrate consistent discrepancy in achievement within the diverse student population, where African Americans and Latinx students struggle to meet state expectations. The researcher analyzes the ethnic achievement gap by correlating social-cultural development and math disposition with math performance, as well as, the effects of equity issues on student achievement.

Three instruments were developed to assess participants development in academic, social-cultural, and disposition toward mathematics. Also, participants qualitative data were reviewed to identify potential equity issues preventing students from achieving. The researcher conducted simple and multiple correlation analysis to examine the effects of social-cultural components on student learning. Archival data provided quantitative information about math proficiency and qualitative information about participants. A student survey was developed to assess social-cultural development and math disposition utilizing behavioral and affective self-reports items.

The data analysis reviewed positive correlations between math disposition and achievement for all groups in the study. However, for social-cultural development results suggested a negative correlation to math achievement for students of color; in particular for cultural awareness experience in the math setting. The results indicated that students of color in culturally sensitive math settings were more likely to show low math performance. Future studies are recommended to clarify the negative relationship among social-cultural development and math performance among students of color.

Keywords:

Mathematics education, equity, mathematics performance.