Attaining the Elusive: Efficacy, Math Education and Black and Latino Students

Autor/inn/en	Arriaza, Gilberto; Monterrosa, Cesar
Titel	Attaining the Elusive: Efficacy, Math Education and Black and Latino Students
Quelle	In: Journal of Interdisciplinary Teacher Leadership, 2 (2018) 1, S.64-76 (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2474-7432
Schlagwörter	Mathematics Education; African American Students; Hispanic American Students; Advanced Placement; Self Efficacy; Disproportionate Representation; High School Students; Student Experience; Modeling (Psychology); Psychological Patterns; Student Attitudes; Grade 12 + Suchen Sie Ihr Suchwort? Mathematische Bildung; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Hispanic; Hispanic Americans; Hispanoamerikaner; Self-efficacy; Selbstwirksamkeit; High school; High schools; Oberschule; Studienerfahrung; Modeling; Modelling; Modellierung; Schülerverhalten; School year 12; 12. Schuljahr; Schuljahr 12
Abstract	Low enrollment of Latino, African American, Native American, and Southeast Asian American students in science, technology, engineering, and math (STEM) classes, via advanced placement (AP) courses, remains a problem for high schools, and education leaders across the United States. More than just examining the factors behind this enrollment issue, we wanted to understand the focal factors underpinning success in AP courses of those few who do enroll. For that purpose, we grounded this case study on social cognitive theory's central variable of self-efficacy. We found that teacher facilitated experience plays a pivotal function in students' success in STEM education, more specifically, AP math. (As Provided).
Anmerkungen	Kenan Fellows Program for Teacher Leadership at NC State University. 1070 Partners Way, Hunt Library Suite 500, NCSU Centennial Campus, Raleigh, NC 27606. Tel: 919-515-5118; Fax: 919-515-5831; e-mail: kenanfellows@ncsu.edu; Web site: https://kenanfellows.org/journals/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01