Systematized Discrimination: Linguistic, Racial and Cultural Differences Can Equal Mathematics Success

Autor/inn/en	Mosqueda, Eduardo; Maldonado, Saúl I.; Capraro, Mary M.; Capraro, Robert M.
Titel	Systematized Discrimination: Linguistic, Racial and Cultural Differences Can Equal Mathematics Success
Quelle	In: Urban Review: Issues and Ideas in Public Education, 54 (2022) 3, S.428-449 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Capraro, Mary M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0042-0972
DOI	10.1007/s11256-021-00620-3
Schlagwörter	Mathematics Achievement; Longitudinal Studies; Correlation; Mathematics Education; Grade 12; High School Students; Equal Education; English (Second Language); Second Language Learning; Language Proficiency; College Preparation; Outcomes of Education; Academic Language; Advanced Courses; Race; Ethnicity; Student Characteristics; English Language Learners; Urban Schools; Language Minorities; Course Selection (Students); Education Longitudinal Study of 2002 (NCES) + Suchen Sie Ihr Suchwort? Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Korrelation; Mathematische Bildung; School year 12; 12. Schuljahr; Schuljahr 12; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Language skill; Language skills; Sprachkompetenz; Lernleistung; Schulerfolg; Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; Fortgeschrittenenunterricht; Rasse; Abstammung; Ethnizität; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Sprachminderheit; Course selection; Kurswahl
Abstract	Researchers analyzed quantitative data from the Education Longitudinal Study (2002-2004) to investigate the relationship between the highest mathematics course taken and the achievement of 12th-grade students minoritized by their racial-ethnic and language backgrounds in urban schools. Employing hierarchical linear models, researchers analyzed the effects of student linguistic minority (LM) status, English-language proficiency, and school urbanicity on mathematics achievement. Findings suggest an interdependent relationship between (a) students' English-language and racial-ethnic backgrounds, (b) college-preparatory mathematics course-taking, (c) the urban school context, and (d) mathematics achievement. Researchers suggest promising education policies and pedagogical practices for improving LMs' inequitable achievement outcomes by maximizing students' opportunities-to-learn in college preparatory courses and facilitating the academic language of mathematics. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01