Grouped out of STEM Degrees: The Overlooked Mathematics 'Glass Ceiling' in NSW Secondary Schools

Autor/inn/en	Jaremus, Felicia; Gore, Jennifer; Fray, Leanne; Prieto-Rodriguez, Elena
Titel	Grouped out of STEM Degrees: The Overlooked Mathematics 'Glass Ceiling' in NSW Secondary Schools
Quelle	In: International Journal of Inclusive Education, 26 (2022) 11, S.1141-1157 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Jaremus, Felicia) ORCID (Gore, Jennifer) ORCID (Fray, Leanne) ORCID (Prieto-Rodriguez, Elena)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3116
DOI	10.1080/13603116.2020.1776778
Schlagwörter	Foreign Countries; High School Students; Mathematics Teachers; Grouping (Instructional Purposes); Mathematical Aptitude; Advanced Courses; Equal Education; STEM Education; Low Achievement; Ability Grouping; Academic Ability; Educational Opportunities; Australia + Suchen Sie Ihr Suchwort? Ausland; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Grouping; Gruppenbildung; Fortgeschrittenenunterricht; STEM; Unterdurchschnittliche Leistung; Homogene Gruppierung; Niveaugruppierung; Streaming; Bildungsangebot; Bildungschance; Australien
Abstract	While international research has demonstrated that ability grouping is inequitable, Australian research has often overlooked equity concerns, predominantly focusing on studying the benefits of grouping for students perceived to have high ability, especially in mathematics. This paper investigates the effect that mathematics ability grouping has on senior secondary mathematics participation for low and middle grouped students in New South Wales, Australia. We drew on interviews about mathematics participation with 85 students and 22 mathematics teachers from 11 government high schools. Our thematic analysis of these data identified that secondary school grouping practices often serve to entrench student interest and/or performance from primary school. This has consequences for many students, with a differentiated curriculum in Years 9 and 10 precluding low and middle grouped students from participating in high-level mathematics when they reach senior secondary school. These findings raise serious equity questions about the current push in Australia for universities to re-introduce high-level mathematics as a prerequisite to entering certain degrees. We argue that stakeholders need greater awareness of the consequences of ability grouping and that those seeking to lift post-compulsory mathematics participation should be targeting primary and early secondary school. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01