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Factors Leading To Gains In Mathematics During The First Year Of College An Analysis By Gender And Ethnicity Ed402197 Us Department Of Education
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Book Synopsis Factors Leading To Gains In Mathematics During The First Year Of College: An Analysis By Gender And Ethnicity... ED402197... U.S. Department Of Education by : United States. Office of Educational Research and Improvement
Download or read book Factors Leading To Gains In Mathematics During The First Year Of College: An Analysis By Gender And Ethnicity... ED402197... U.S. Department Of Education written by United States. Office of Educational Research and Improvement and published by . This book was released on 1997* with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Factors Leading to Gains in Mathematics During the First Year of College by : Linda Serra Hagedorn
Download or read book Factors Leading to Gains in Mathematics During the First Year of College written by Linda Serra Hagedorn and published by . This book was released on 1996 with total page 36 pages. Available in PDF, EPUB and Kindle. Book excerpt: Research studies generally focus on mathematics achievement in college across various ethnic and gender subpopulations and have suggested that various factors such as mathematical ability, persistence, anxiety, attitudes, backgrounds, and exposure have been explanatory factors of mathematics achievement. This study explores nontraditional associating factors for the accruement of mathematical skills during the first year of college, including the role of factors pertaining to academic and social involvement, student study behavior, student perceptions of the quality of teaching, financial support, and awareness of prejudice. It involved testing a model of mathematics gain on a nationally representative sample of first-year college students by both gender and ethnicity. Results indicate that although many of the factors tested contributed to math gains for the entire sample, there were many marked differences when analyzed by gender or ethnicity. Measures of commitment and enrollment in higher level mathematics courses was found to best explain gains in mathematics. An interesting link between gains with full-time enrollment and commitment to completing the degree was also found. Another finding was that an environment perceived to be free of racial and gender related prejudices had positive implications toward mathematical gains for most students. Contains 50 references. (Jrh).
Book Synopsis A Study of the Factors Associated with Achievement in First-year College Mathematics by : Marshall Eldon Wick
Download or read book A Study of the Factors Associated with Achievement in First-year College Mathematics written by Marshall Eldon Wick and published by . This book was released on 1963 with total page 630 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Factors Associated with African American Engineering Student Success in First Year College Calculus by : Sandra Frye-Lucas
Download or read book Factors Associated with African American Engineering Student Success in First Year College Calculus written by Sandra Frye-Lucas and published by . This book was released on 2003 with total page 280 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Investigating Helping and Hindering Factors that Influenced Black/African American Women's Decision to Pursue Mathematics Degrees in the United States by : Tina Thomas
Download or read book Investigating Helping and Hindering Factors that Influenced Black/African American Women's Decision to Pursue Mathematics Degrees in the United States written by Tina Thomas and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Disparities within the educational system have and continue to exist. This is particularly evident in the field of mathematics. Research shows a persistent disparity in achievement and enrollment in advanced-level mathematics courses, mathematics majors, and degrees earned in mathematics between White males and females, racial minorities, and low-income students. As a result, there are significantly low numbers of Black/African American women who have earned a degree in mathematics. The purpose of this study was to gain an understanding of the helping and hindering factors that influenced Black/African American women's decision to pursue mathematics degrees. Additionally, the study aimed to identify items, such as resources, that Black/African American women wished they had had during their pursuit of the degrees. The Enhanced Critical Incident Technique (ECIT) and Critical Race Theory (CRT) framework was used to analyze the experiences of these women during their academic journey. The results showed that many factors helped Black/African American women decide to major in mathematics and persist. These factors included receiving guidance and inspiration from key individuals as faculty and advisors, participating in enrichment programs, and having a community of people who they identified with. Conversely, the factors that hindered them included being targets of racism and marginalization, limited access to resources, and a lack of representation in the field. As a result, the wish list included more representation in the faculty and cohorts, better academic and career guidance, and diversity, equity and inclusion trainings for faculty. The lived experiences of these women could help institutions and practitioners understand the needs of students of color pursuing STEM fields and implement strategies to address educational inequities.
Book Synopsis Examining the Relationship of Ethnicity, Gender and Social Cognitive Factors with the Academic Achievement of First-year Engineering Students by : Bruce Henry Carr
Download or read book Examining the Relationship of Ethnicity, Gender and Social Cognitive Factors with the Academic Achievement of First-year Engineering Students written by Bruce Henry Carr and published by . This book was released on 2012 with total page 156 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of the study was to examine the relationships of social cognitive factors and their influence on the academic performance of first-year engineering students. The nine social cognitive variables identified were under the groupings of personal support, occupational self-efficacy, academic self-efficacy, vocational interests, coping, encouragement, discouragement, outcome expectations, and perceived stress. The primary student participants in this study were first-year engineering students from underrepresented groups which include African American, Hispanic American students and women. With this in mind, the researcher sought to examine the interactive influence of race/ethnicity and gender based on the aforementioned social cognitive factors. The Engineering Occupational Self- Efficacy questionnaire was used and an online survey was utilized with questions designed to solicit student participant self-assessments in order to examine possible relationships between and among these constructs. Data was collected and analyzed on relationships and measures of the nine identified social cognitive factors as they relate to the academic achievement of first year underrepresented engineering students. This study included a convenience sample of 203 participants (n = 203). The sample consisted of first-year engineering majors who enrolled in the fall of 2010. In addition, in order to increase the opportunity for an adequate response rate, the participation of students from more than one university was solicited. The universities that participated in this study were the University of Akron, Cedarville University, Central State University, University of Cincinnati, the University of Dayton, Miami University, Ohio University, The Ohio State University, University of Toledo, Wilberforce University, and Wright State University. The findings in this study were analyzed by utilizing an ANOVA in order to examine the data and determine the differences between groups on the nine identified social cognitive variables. The study employed Pearson correlation to investigate the relationships between and among the nine social cognitive variables. Differences in academic performance (university GPA of first-year undergraduate engineering students) were analyzed by ethnicity and gender. There was a main effect for ethnicity only. Gender was found not to be significant. Hispanics were not found to be significantly different in their GPAs than Whites but Blacks were found to have lower GPAs than Whites. Also, Pearson correlation coefficients were used to examine the relationship between and among the nine identified social cognitive variables. The data from the analysis uncovered ten significant correlations which were as follows: occupational self-efficacy and academic self-efficacy, occupational self-efficacy and vocational interest, occupational self-efficacy and perceived stress, academic self-efficacy and encouragement, academic self-efficacy and outcome expectations, academic self-efficacy and perceived stress, vocational interest and outcome expectations, discouragement and encouragement, coping and perceived stress, outcome expectations and perceived stress. In addition, an ANOVA was used to evaluate whether a significant difference existed for each of the nine identified social cognitive variables based on ethnicity and gender. The analysis of variance indicated that ethnicity was found to be significant for academic self-efficacy. Next, a Pearson correlation coefficient was utilized to examine the relationship between academic performance (college GPA) of first-year undergraduate engineering students and the nine identified social cognitive variables. The data analysis revealed three significant correlations which were as follows academic performance and occupational self-efficacy, academic performance and academic self-efficacy, and academic performance and encouragement. Finally, a Pearson correlation coefficient was used to examine the relationship between high school GPA and the nine identified social cognitive variables. The Pearson correlational coefficient indicated that there was one statistically significant correlation which was high school GPA and academic self-efficacy. Recommendations for further study included (a) future research involving investigations that compare a variety of institutions in different regions of the country; (b) further investigations utilizing open-ended responses from engineering students based on interviews; (c) a replicated study in 5 to 10 years to evaluate whether differences emerged relating to ethnicity and gender due to possible societal or cultural changes; and (d) a study involving a pretest and posttest of students' self-efficacy beliefs. Finally, the researcher recommends a qualitative study specifically involving interview questions aimed at students with moderate level grades and SAT scores who exhibited above average academic performance.
Book Synopsis A Critical Analysis of First Generation Black Male College Students' Perceptions of Their Preparation for College Level Mathematics by : Kyla L. Williams
Download or read book A Critical Analysis of First Generation Black Male College Students' Perceptions of Their Preparation for College Level Mathematics written by Kyla L. Williams and published by . This book was released on 2015 with total page 173 pages. Available in PDF, EPUB and Kindle. Book excerpt: President Obama's 2014 "My Brother's Keeper" initiative responds to the continuing educational disparities that the No Child Left Behind Act was intended to have addressed. The preoccupation with standardized testing and accountability over the past decade has revealed evidence of disparities in achievement between Black male students and their White counterparts. Critical Race Theorists have framed these persistent disparities as evidence of the opportunity gap and have advocated culturally responsive pedagogy that would facilitate students' academic success. This study is contextualized in the particular concerns about the lack of preparation for college level mathematics among Black males. This multiple case study of eight first generation Black male college students examined students' perceptions of their attitudes towards and experiences in high school mathematics classes and their impact on their success in college. The eight participants, two representing each level of viii mathematics preparation at a demographically diverse college in Florida, were interviewed twice: at the beginning and at the end of their first college mathematics course. Data from these 16 interviews were analyzed to identify reasons for their differential preparation. Cross-case analysis revealed that students' attitudes towards mathematics were mediated by their perceptions of its relevance and their definitions of success in the subject. Students, especially those who were under-prepared for college mathematics, found math irrelevant to their lives. Students defined success in terms of grades and understanding. Student perceptions of their experiences in mathematics were impacted by test preparation, teacher-student relationships the race of the teacher, and perceived stereotyping by teacher. Framed within the perspective of culturally relevant pedagogy, this analysis reveals that the instructional patterns experienced by the students failed to interrupt practices that have traditionally marginalized Black male students. Finally, drawing on Critical Race Theory and Culturally Relevant Pedagogy to examine the disjunctions between high school graduation requirements and college preparation, the dominance of test preparation over conceptual understanding and the role of individual characteristics and parental influences in challenging deficit perspectives, the analysis reveals how the effects of the curriculum as a master script influenced participants' preparedness for college level mathematics.
