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Race, Sex, Socioeconomic Status, and Mathematics

Laurie Hart Reyes and George M. A. Stanic
Journal for Research in Mathematics Education
Vol. 19, No. 1 (Jan., 1988), pp. 26-43
DOI: 10.2307/749109
Stable URL: http://www.jstor.org/stable/749109
Page Count: 18
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Race, Sex, Socioeconomic Status, and Mathematics
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Abstract

Many black students, female students, and students of low socioeconomic status do not achieve up to their potential in mathematics. A model to explain group differences in performance is presented. Relationships are described among several groups of variables, including societal influences, school mathematics curricula, teacher attitudes, student attitudes and achievement-related behavior, classroom processes, and student achievement. Relevant research results are included, along with suggestions for future research to test the model.

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