Ethnicity, Cognitive Styles, and Math Achievement: Variability within African-American Post-Secondary Students

Autor/in	Tomes, Yuma I.
Titel	Ethnicity, Cognitive Styles, and Math Achievement: Variability within African-American Post-Secondary Students
Quelle	In: Multicultural Perspectives, 10 (2008) 1, S.17-23 (7 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1521-0960
Schlagwörter	Cognitive Style; Ethnicity; Racial Differences; Mathematics Instruction; College Students; Mathematics Achievement; College Mathematics; African American Students; Asian American Students; Hispanic American Students; White Students; Comparative Analysis; Gregorc Style Delineator + Suchen Sie Ihr Suchwort? Cognitive styles; Kognitiver Stil; Ethnizität; Rassenunterschied; Mathematics lessons; Mathematikunterricht; Collegestudent; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Asian immigrant; United States; Asiatischer Einwanderer; USA; Hispanic; Hispanic Americans; Hispanoamerikaner
Abstract	In this study, the relationship between ethnicity and cognitive styles was examined. Past literature (Witkin, 1978) suggested that African Americans and other ethnic groups were field-dependent learners. However, more recent studies (Dunn & Dunn, 1991; Saracho, 1999) have given mixed results regarding processing. This study included a sample of 159 prerequisite math students at a large southeastern university. The sample was administered the Gregorc Style Delineator (1982) to determine participants' cognitive style. Results revealed that no particular ethnicity demonstrated an affinity for one cognitive style. However, African Americans were more likely to have a concrete cognitive style, which is juxtaposed to previous studies. (Contains 4 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10