Who Succeeds in Mathematics? Caribbean Perspectives on the Mix of Schools and Mathematics

Autor/in	George, Patricia
Titel	Who Succeeds in Mathematics? Caribbean Perspectives on the Mix of Schools and Mathematics
Quelle	In: Research Papers in Education, 27 (2012) 1, S.103-121 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0267-1522
DOI	10.1080/02671521003637138
Schlagwörter	Single Sex Schools; Social Class; Mathematics Achievement; Academic Achievement; Statistical Data; Foreign Countries; Secondary School Mathematics; Low Achievement; Institutional Characteristics; Family Influence; Family Structure; Public Schools; Private Schools; Parents; Educational Attainment; Employment Level; Antigua and Barbuda + Suchen Sie Ihr Suchwort? Single-sex schools; Single-sex classes; Single sex classes; Getrenntgeschlechtliche Erziehung; Schule; Social classes; Soziale Klasse; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Schulleistung; Ausland; Unterdurchschnittliche Leistung; Familienkonstellation; Familiensystem; Public school; Öffentliche Schule; Private school; Privatschule; Eltern; Bildungsabschluss; Bildungsgut; Beschäftigungsgrad; Antigua und Barbuda
Abstract	Within the Caribbean, there has been a perception that students are underachieving in mathematics. This assessment has seemingly been based amongst other things upon the proportion of students who are successful in mathematics compared to other subjects in external examinations. This notion was investigated in a case study of secondary schools in Antigua and Barbuda. Statistical data showed that student achievement in the examinations "was" on average lower in mathematics than across all subjects, including English language. However, this finding was not "true" of students across all school-types, generally a proxy for social class in Caribbean settings. In particular, the mathematics achievement of students in single-sex schools was not far different from their performances in other subjects, but was markedly different from that of students in mixed-sex schools. This finding concerning school-type suggested at an underlying factor in many students' mathematics performance, as school-type in the Caribbean is predicated on students' home backgrounds. This paper reports on these findings, and sets out how the education system appears to reinforce and further exaggerate advantages and disadvantages of students' social and cultural histories. (Contains 1 note, 2 figures and 3 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10