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Systematized Discrimination: Linguistic, Racial and Cultural Differences Can Equal Mathematics Success

The Urban review, 2022-09, Vol.54 (3), p.428-449 [Peer Reviewed Journal]

The Author(s), under exclusive licence to Springer Nature B.V. 2021 ;The Author(s), under exclusive licence to Springer Nature B.V. 2021. ;ISSN: 0042-0972 ;EISSN: 1573-1960 ;DOI: 10.1007/s11256-021-00620-3

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Title:
Systematized Discrimination: Linguistic, Racial and Cultural Differences Can Equal Mathematics Success
Author: Mosqueda, Eduardo ; Maldonado, Saúl I. ; Capraro, Mary M. ; Capraro, Robert M.
Subjects: Academic achievement ; Academic Language ; Advanced Courses ; College Preparation ; College students ; Community and Environmental Psychology ; Correlation ; Course Selection (Students) ; Cultural differences ; Discrimination ; Education ; Educational attainment ; English (Second Language) ; English language ; English Language Learners ; Equal Education ; Ethnicity ; Grade 12 ; High School Students ; Language Minorities ; Language Proficiency ; Learning ; Linear analysis ; Longitudinal Studies ; Mathematics ; Mathematics Achievement ; Mathematics Education ; Minority languages ; Outcomes of Education ; Race ; Racial differences ; Researchers ; Second Language Learning ; Secondary schools ; Sociology ; Student Characteristics ; Students ; Teaching ; Urban areas ; Urban education ; Urban Schools
Is Part Of: The Urban review, 2022-09, Vol.54 (3), p.428-449
Description: Researchers analyzed quantitative data from the Education Longitudinal Study (2002–2004) to investigate the relationship between the highest mathematics course taken and the achievement of 12th-grade students minoritized by their racial-ethnic and language backgrounds in urban schools. Employing hierarchical linear models, researchers analyzed the effects of student linguistic minority (LM) status, English-language proficiency, and school urbanicity on mathematics achievement. Findings suggest an interdependent relationship between (a) students’ English-language and racial-ethnic backgrounds, (b) college-preparatory mathematics course-taking, (c) the urban school context, and (d) mathematics achievement. Researchers suggest promising education policies and pedagogical practices for improving LMs’ inequitable achievement outcomes by maximizing students’ opportunities-to-learn in college preparatory courses and facilitating the academic language of mathematics.
Publisher: Dordrecht: Springer Netherlands
Language: English
Identifier: ISSN: 0042-0972
EISSN: 1573-1960
DOI: 10.1007/s11256-021-00620-3
Source: ProQuest One Psychology
Education Resources Information Center (ERIC)
AUTh Library subscriptions: ProQuest Central

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Systematized Discrimination: Linguistic, Racial and Cultural Differences Can Equal Mathematics Success

The Author(s), under exclusive licence to Springer Nature B.V. 2021 ;The Author(s), under exclusive licence to Springer Nature B.V. 2021. ;ISSN: 0042-0972 ;EISSN: 1573-1960 ;DOI: 10.1007/s11256-021-00620-3

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