We Can Achieve if We Receive: Examining the Effects of Out-of-School Time Activities on Black Student Achievement in Mathematics

Autor/inn/en	Young, Jamaal; Young, Jemimah Lea
Titel	We Can Achieve if We Receive: Examining the Effects of Out-of-School Time Activities on Black Student Achievement in Mathematics
Quelle	In: Equity & Excellence in Education, 51 (2018) 2, S.182-198 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Young, Jemimah Lea)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1066-5684
DOI	10.1080/10665684.2018.1506952
Schlagwörter	African American Students; Mathematics Achievement; STEM Education; After School Programs; Program Effectiveness; Longitudinal Studies; High School Longitudinal Study of 2009 (NCES) + Suchen Sie Ihr Suchwort? African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; STEM; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung
Abstract	The purpose of this study was to assess the ability of out-of-school time (OST) science, technology, engineering, and mathematics (STEM) activities to differentially influence mathematics achievement in black students. This study utilized propensity score matching to examine the acute effect of OST STEM on the mathematics achievement of black students. A sample of students (N = 3,763) was drawn from the HSLS09/12 for this study. After propensity score matching, a univariate analysis of variance (ANOVA) was conducted. Participation in OST activities had a statistically significant main effect on the mathematics achievement of black students (d = 0.18). This is important because the effect size data suggest that black students who participate in STEM-focused OST activities in mathematics will score, on average, higher than approximately 60% of black students who do not participate in these activities. The study contributes to the literature on black student achievement, OST STEM, and the influence of mathematics dispositions on educational outcomes. Recommendations to overcome common OST STEM participation barriers are provided. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01