Do girls pay an unequal price? Black and Latina girls' math attitudes, math anxiety, and mathematics achievement

Saskias Casanova; Rose K. Vukovic; Michael J. Kieffer

doi:10.1016/j.appdev.2021.101256

Do girls pay an unequal price? Black and Latina girls' math attitudes, math anxiety, and mathematics achievement

Saskias Casanova, Rose K. Vukovic, Michael J. Kieffer

Research output: Contribution to journal › Article › peer-review

Abstract

This study examined the longitudinal relation between math attitudes and math anxiety in first grade (M_age = 6 years, 10 months) and mathematics achievement in fourth grade (M_age = 9 years, 11 months) for 155 Black and Latinx children. Multi-group structural equation modeling showed an inverse relation between math attitudes and math anxiety in first grade for boys and girls. Although there were no mean differences in math anxiety between boys and girls, there was a significant difference in its longitudinal relation with mathematics achievement: for girls, but not boys, first grade math anxiety negatively predicted fourth grade mathematics achievement, controlling for earlier achievement. Math anxiety longitudinally contributes to minoritized girls' long-term mathematics achievement. Teachers should be knowledgeable about the relation between math anxiety and math attitudes and be more responsive to Black and Latinx girls' mathematical learning needs to provide them equitable opportunities to be successful in mathematics.

Original language	English (US)
Article number	101256
Journal	Journal of Applied Developmental Psychology
Volume	73
DOIs	https://doi.org/10.1016/j.appdev.2021.101256
State	Published - Mar 1 2021

Keywords

Black
Gender
Latinx
Math anxiety
Math attitudes
Mathematics achievement

ASJC Scopus subject areas

Developmental and Educational Psychology

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10.1016/j.appdev.2021.101256

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title = "Do girls pay an unequal price? Black and Latina girls' math attitudes, math anxiety, and mathematics achievement",

abstract = "This study examined the longitudinal relation between math attitudes and math anxiety in first grade (Mage = 6 years, 10 months) and mathematics achievement in fourth grade (Mage = 9 years, 11 months) for 155 Black and Latinx children. Multi-group structural equation modeling showed an inverse relation between math attitudes and math anxiety in first grade for boys and girls. Although there were no mean differences in math anxiety between boys and girls, there was a significant difference in its longitudinal relation with mathematics achievement: for girls, but not boys, first grade math anxiety negatively predicted fourth grade mathematics achievement, controlling for earlier achievement. Math anxiety longitudinally contributes to minoritized girls' long-term mathematics achievement. Teachers should be knowledgeable about the relation between math anxiety and math attitudes and be more responsive to Black and Latinx girls' mathematical learning needs to provide them equitable opportunities to be successful in mathematics.",

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Do girls pay an unequal price? Black and Latina girls' math attitudes, math anxiety, and mathematics achievement

Abstract

Keywords

ASJC Scopus subject areas

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