The Influence of a Values Affirmation Intervention on Students' Mathematical, Social, and Epistemological Empowerment

Autor/in	Bala, Carrie Olson
Titel	The Influence of a Values Affirmation Intervention on Students' Mathematical, Social, and Epistemological Empowerment
Quelle	(2022), (161 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Utah State University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-4387-3634-9
Schlagwörter	Hochschulschrift; Dissertation; High School Students; Grade 10; Values Clarification; Value Judgment; Intervention; Student Empowerment; Mathematics Instruction; Teacher Student Relationship; Identification (Psychology); Self Concept; Bilingual Students; English Language Learners; Native Speakers; Adolescent Development; Power Structure; Interpersonal Competence + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Wertbewusstsein; Werturteil; Studienberechtigung; Mathematics lessons; Mathematikunterricht; Teacher student relationships; Lehrer-Schüler-Beziehung; Selbstkonzept; Muttersprachler; Interpersonale Kompetenz
Abstract	The purpose of this study was to better understand the influence of educators' attention to identity construction as tenth grade Emergent Bilinguals and native English-speaking students develop mathematical, social, and epistemological empowerment in a mathematics classroom. I incorporated a framework detailing critical consciousness as a mediator between students' identity construction and their empowerment development. I employed a mixed methods transformative design, utilizing quantitative and qualitative methods to analyze the influence of a values affirmation intervention on students' critical consciousness and empowerment. To follow, I incorporate integrated analysis to highlight emerging and differing patterns in the empowerment data, the specific characteristics which may have contributed to these themes, and the need for multiple measures. Approximately 80 tenth-grade Emergent Bilingual and native English-speaking students were recruited from a western high school to participate in the study. Results suggest that students of different identities experience empowerment differently in the mathematics classroom. Findings provide a foundation suggesting that efforts to attend to students' identities may positively contribute to their empowerment. In particular, values affirmation interventions correspond with improved mathematical empowerment outcomes, particularly for Emergent Bilingual students, but are associated with limited or negative influences on students' social and epistemological empowerment outcomes. Findings also suggest that both reflection and traditional assessments are necessary to adequately capture students' development in the mathematics classroom. I recommend further research to develop techniques which highlight students' empowerment, specific to their language and gender identities. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
Anmerkungen	ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01