Low SES Algebra 1 Students and Their Teachers: Individual and a Bi-directional Investigation of Their Relationship and Implicit Beliefs of Ability with Final Grades.
Saved in:
| Title: | Low SES Algebra 1 Students and Their Teachers: Individual and a Bi-directional Investigation of Their Relationship and Implicit Beliefs of Ability with Final Grades. |
|---|---|
| Language: | English |
| Authors: | Schullo, Stephen A., Alperson, Burton L. |
| Peer Reviewed: | N |
| Page Count: | 46 |
| Publication Date: | 1998 |
| Document Type: | Reports - Research Speeches/Meeting Papers |
| Descriptors: | Ability, Algebra, Beliefs, Disadvantaged Youth, Grades (Scholastic), High School Students, High Schools, Intelligence, Low Income Groups, Mathematics Achievement, Mathematics Education, Research Methodology, Secondary School Teachers, Sex Differences, Socioeconomic Status, Teacher Expectations of Students |
| Geographic Terms: | U.S.; California |
| Abstract: | Mathematics achievement and the relationship of low socioeconomic status (SES) students with teachers have been a major concern for educators. Although there are social and economic explanations of failure of low SES students, ultimate success and failure may be significantly affected by differing personal beliefs about learning among students and teachers. C. S. Dweck's implicit beliefs about intelligence and mathematics were examined using a bi-directional methodology with R. D. Lang's Interpersonal Perception Method (IPM) in algebra 1. Incremental/entity beliefs, gender of students, gender of teachers, and low achievers and high achievers were subjected to an analysis of variance. Eighty low SES students and 43 male and 37 female teachers responded to the incremental beliefs that reflected abilities as changing and increasing with effort and to entity beliefs that reflected abilities as unchanging or fixed. Individual incremental female students confirmed the prediction that incremental believers would have higher final grades than the female students endorsing entity beliefs. Students matched with incremental-belief male teachers confirmed the dyadic prediction that incremental intelligence beliefs would lead to higher achievement than for a dyad endorsing entity beliefs. Dweck's personal theory integrated with the IPM examined several complex issues about real students' and teachers' experiences. Examining these experiences revealed some adaptive and maladaptive patterns that lead to math achievement for the low SES female student. Issues of methodology for examining student teacher relationships, power of projections over accuracy of perceptions (particularly for female students' expectations from their teachers), and the necessity of collecting data from both students and teachers for a clearer understanding of the issues affecting low SES students' math achievement are discussed. (Contains 1 table, 10 figures, and 44 references.) (Author/SLD) |
| Notes: | Paper presented at the Annual Meeting of the American Educational Research Association (San Diego, CA, April 13-17, 1998). |
| Journal Code: | RIEMAR1999 |
| Entry Date: | 1999 |
| Accession Number: | ED424289 |
| Database: | ERIC |
| Abstract: | Mathematics achievement and the relationship of low socioeconomic status (SES) students with teachers have been a major concern for educators. Although there are social and economic explanations of failure of low SES students, ultimate success and failure may be significantly affected by differing personal beliefs about learning among students and teachers. C. S. Dweck's implicit beliefs about intelligence and mathematics were examined using a bi-directional methodology with R. D. Lang's Interpersonal Perception Method (IPM) in algebra 1. Incremental/entity beliefs, gender of students, gender of teachers, and low achievers and high achievers were subjected to an analysis of variance. Eighty low SES students and 43 male and 37 female teachers responded to the incremental beliefs that reflected abilities as changing and increasing with effort and to entity beliefs that reflected abilities as unchanging or fixed. Individual incremental female students confirmed the prediction that incremental believers would have higher final grades than the female students endorsing entity beliefs. Students matched with incremental-belief male teachers confirmed the dyadic prediction that incremental intelligence beliefs would lead to higher achievement than for a dyad endorsing entity beliefs. Dweck's personal theory integrated with the IPM examined several complex issues about real students' and teachers' experiences. Examining these experiences revealed some adaptive and maladaptive patterns that lead to math achievement for the low SES female student. Issues of methodology for examining student teacher relationships, power of projections over accuracy of perceptions (particularly for female students' expectations from their teachers), and the necessity of collecting data from both students and teachers for a clearer understanding of the issues affecting low SES students' math achievement are discussed. (Contains 1 table, 10 figures, and 44 references.) (Author/SLD) |
|---|
