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Go Figure: Exploring Equity in Students' Postsecondary Math Pathway Choices.

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Title: Go Figure: Exploring Equity in Students' Postsecondary Math Pathway Choices.
Authors: Purnell, Rogéair D.1, Burdman, Pamela2
Source: Journal of Higher Education Theory & Practice. 2021, Vol. 21 Issue 11, p155-185. 31p.
Subject Terms: *Classrooms, *Classroom environment, *State universities & colleges, *Mathematics students, Mathematics
Company/Entity: California State University
Abstract: This exploratory study examines the early implementation of policies within California community colleges and the California State University that allow students to play a primary role in placing themselves into math courses. The findings suggest that students often triangulate information to decide which courses to take and with which instructors. Counseling is more effective if a student has selected a major or area of interest given that math pathways are aligned with students' fields of study. The elimination of placement testing removes the specific risks associated with tests, but first-generation students or students with lower math confidence may not make optimal choices using self-placement mechanisms, suggesting a need for better communication about options. Colleges' efforts to expand structured, proactive supports as well as instructional strategies such as corequisites and support courses to ensure students' math success are recognized and appreciated by students. Not surprisingly, students tend to prefer faculty who are known as supportive, and a safe and empowering classroom environment that builds students' math confidence and mastery is critical. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Higher Education Theory & Practice is the property of North American Business Press Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Higher+Education+Theory+%26+Practice%22">Journal of Higher Education Theory & Practice</searchLink>. 2021, Vol. 21 Issue 11, p155-185. 31p.
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  Data: *<searchLink fieldCode="DE" term="%22Classrooms%22">Classrooms</searchLink><br />*<searchLink fieldCode="DE" term="%22Classroom+environment%22">Classroom environment</searchLink><br />*<searchLink fieldCode="DE" term="%22State+universities+%26+colleges%22">State universities & colleges</searchLink><br />*<searchLink fieldCode="DE" term="%22Mathematics+students%22">Mathematics students</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics%22">Mathematics</searchLink>
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  Data: This exploratory study examines the early implementation of policies within California community colleges and the California State University that allow students to play a primary role in placing themselves into math courses. The findings suggest that students often triangulate information to decide which courses to take and with which instructors. Counseling is more effective if a student has selected a major or area of interest given that math pathways are aligned with students' fields of study. The elimination of placement testing removes the specific risks associated with tests, but first-generation students or students with lower math confidence may not make optimal choices using self-placement mechanisms, suggesting a need for better communication about options. Colleges' efforts to expand structured, proactive supports as well as instructional strategies such as corequisites and support courses to ensure students' math success are recognized and appreciated by students. Not surprisingly, students tend to prefer faculty who are known as supportive, and a safe and empowering classroom environment that builds students' math confidence and mastery is critical. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Journal of Higher Education Theory & Practice is the property of North American Business Press Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=153207667
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        Value: 10.33423/jhetp.v21i11.4673
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        Text: English
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      – SubjectFull: State universities & colleges
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