The contribution of identity, affect, and perceptions of expectations to racial/ethnic achievement disparities: A look at African-American students in high school reform math classes

This study was conducted to investigate causes of achievement disparity among students from different racial/ethnic groups in a high school math department. The math department under investigation had successfully adopted reform mathematics methods of instruction, but African-American students, males in particular, had not benefited to the same degree as students from other groups. One aim of the study was to produce data that would help teachers make adjustments to promote greater achievement equity.; The study utilized a sociocultural approach that focused on understanding participation in activity. Data from extensive observations and interviews (N = 60) were used to develop a survey given to a broad sample (N = 515, African American, N = 111). The dissertation primarily presents analyses of survey data. The four main areas of investigation included the following: students' perceptions of teachers' expectations for doing math, students' affective experiences, students' identities, and students' connection to teachers. Data for each of these areas was compared across racial/ethnic groups and related to achievement. In addition, connections between each of these areas were explored.; Findings included that negative emotions were more associated with lower grades for African-American students. In addition, understanding and supporting teachers' expectations were more associated with higher achievement and lower levels of negative emotion for African-American students than they were for other students. Also, interpersonal connections with math teachers were more powerfully associated with achievement supporting variables for African-American students than they were for other students. More specifically, for African-American students, interpersonal connection was associated with a larger increase in support for teachers' expectations and fewer experiences of negative emotion than for non-African-American students.