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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.

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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
FullText Text:
  Availability: 0
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  Data: 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.
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  Data: <searchLink fieldCode="AR" term="%22Schullo%2C+Stephen+A%2E%22">Schullo, Stephen A.</searchLink><br /><searchLink fieldCode="AR" term="%22Alperson%2C+Burton+L%2E%22">Alperson, Burton L.</searchLink>
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  Data: 46
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  Label: Publication Date
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  Data: 1998
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  Data: Reports - Research<br />Speeches/Meeting Papers
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  Data: <searchLink fieldCode="DE" term="%22Ability%22">Ability</searchLink><br /><searchLink fieldCode="DE" term="%22Algebra%22">Algebra</searchLink><br /><searchLink fieldCode="DE" term="%22Beliefs%22">Beliefs</searchLink><br /><searchLink fieldCode="DE" term="%22Disadvantaged+Youth%22">Disadvantaged Youth</searchLink><br /><searchLink fieldCode="DE" term="%22Grades+%28Scholastic%29%22">Grades (Scholastic)</searchLink><br /><searchLink fieldCode="DE" term="%22High+School+Students%22">High School Students</searchLink><br /><searchLink fieldCode="DE" term="%22High+Schools%22">High Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Intelligence%22">Intelligence</searchLink><br /><searchLink fieldCode="DE" term="%22Low+Income+Groups%22">Low Income Groups</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Achievement%22">Mathematics Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Education%22">Mathematics Education</searchLink><br /><searchLink fieldCode="DE" term="%22Research+Methodology%22">Research Methodology</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+School+Teachers%22">Secondary School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Sex+Differences%22">Sex Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Socioeconomic+Status%22">Socioeconomic Status</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Expectations+of+Students%22">Teacher Expectations of Students</searchLink>
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  Label: Abstract
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  Data: 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)
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  Label: Notes
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  Data: Paper presented at the Annual Meeting of the American Educational Research Association (San Diego, CA, April 13-17, 1998).
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      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 46
    Subjects:
      – SubjectFull: Ability
        Type: general
      – SubjectFull: Algebra
        Type: general
      – SubjectFull: Beliefs
        Type: general
      – SubjectFull: Disadvantaged Youth
        Type: general
      – SubjectFull: Grades (Scholastic)
        Type: general
      – SubjectFull: High School Students
        Type: general
      – SubjectFull: High Schools
        Type: general
      – SubjectFull: Intelligence
        Type: general
      – SubjectFull: Low Income Groups
        Type: general
      – SubjectFull: Mathematics Achievement
        Type: general
      – SubjectFull: Mathematics Education
        Type: general
      – SubjectFull: Research Methodology
        Type: general
      – SubjectFull: Secondary School Teachers
        Type: general
      – SubjectFull: Sex Differences
        Type: general
      – SubjectFull: Socioeconomic Status
        Type: general
      – SubjectFull: Teacher Expectations of Students
        Type: general
      – SubjectFull: U.S.; California
        Type: general
    Titles:
      – TitleFull: 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.
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            NameFull: Schullo, Stephen A.
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            NameFull: Alperson, Burton L.
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              Type: published
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