| The purpose of this study was to identify and evaluate the influence of 37 non-cognitive variables on African-American high school students' enrollment in advanced mathematics.;The study took place in a Mid-Atlantic urban school district. Eleven public high schools were involved in the study. The sample included 877 12 th grade African-American students. There were 277 students (31.58%) enrolled in advanced mathematics courses and 600 students (68.42%) not enrolled in advanced mathematics courses. Data were collected through a questionnaire, entitled Non-cognitive Variables that Influence Enrollment in Advanced Mathematics (NVIEAM). This instrument was developed by the researcher, for the purpose of this study. It contained 50 items including biographical information. The study utilized a causal-comparative research design, which is a type of ex post facto design.;As a result, a model of seven predictors which consisted of exposure to Algebra 1, students' opinion about enrollment in Pre-Calculus and Calculus when these courses are not required, opinion about requirements influencing the total number of math courses taken in high school, opinion about requirements influencing the kinds of math courses taken in high school, parents helping with mathematics, parents encouraging students to enroll in advanced mathematics, and anticipation of attending college the following year were statistically significant in determining African-American students' enrollment in advanced mathematics courses.;The minor findings of the study, however, were that traditional variables associated with math achievement of African-American students such as gender, socio-economic status, teachers' encouragement, and perceptions of usefulness of mathematics were not significant predictors of enrollment in advanced mathematics for this group of students. |
