教师和学校对白人和黑人数学成绩的影响有何不同?

Q4 Social Sciences

Educational Practice & Theory Pub Date : 2021-12-01 DOI:10.7459/ept/43.2.03

Mido Chang, Sunha Kim, H. Bang

{"title":"教师和学校对白人和黑人数学成绩的影响有何不同?","authors":"Mido Chang, Sunha Kim, H. Bang","doi":"10.7459/ept/43.2.03","DOIUrl":null,"url":null,"abstract":"This study examined the influences of teacher support and school environment on 10th graders’ mathematics achievements, controlling for socioeconomic status, gender, and mathematics self-efficacy, and the differential influences of these factors for White and Black students in\n the USA. A sample of 8,682 White and 2,020 Black students who participated in the Educational Longitudinal Study were selected for the study. The results showed that Black students lagged behind their White peers on mathematics achievement, had lower socioeconomic status, and perceived the\n school environment as more negative. Hierarchical Linear Modeling analysis showed that the achievement gap between Black and White students was lower when students perceived a higher level of negative behavior in school.","PeriodicalId":35223,"journal":{"name":"Educational Practice & Theory","volume":" ","pages":""},"PeriodicalIF":0.0000,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"How Differently Do Teachers and Schools Influence the Math Performance of Whites and Blacks?\",\"authors\":\"Mido Chang, Sunha Kim, H. Bang\",\"doi\":\"10.7459/ept/43.2.03\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"This study examined the influences of teacher support and school environment on 10th graders’ mathematics achievements, controlling for socioeconomic status, gender, and mathematics self-efficacy, and the differential influences of these factors for White and Black students in\\n the USA. A sample of 8,682 White and 2,020 Black students who participated in the Educational Longitudinal Study were selected for the study. The results showed that Black students lagged behind their White peers on mathematics achievement, had lower socioeconomic status, and perceived the\\n school environment as more negative. Hierarchical Linear Modeling analysis showed that the achievement gap between Black and White students was lower when students perceived a higher level of negative behavior in school.\",\"PeriodicalId\":35223,\"journal\":{\"name\":\"Educational Practice & Theory\",\"volume\":\" \",\"pages\":\"\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2021-12-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Educational Practice & Theory\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.7459/ept/43.2.03\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q4\",\"JCRName\":\"Social Sciences\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Educational Practice & Theory","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.7459/ept/43.2.03","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q4","JCRName":"Social Sciences","Score":null,"Total":0}

引用次数: 0

摘要

本研究考察了教师支持和学校环境对美国十年级学生数学成绩的影响，在控制社会经济地位、性别和数学自我效能的情况下，以及这些因素对白人和黑人学生的差异影响。参与教育纵向研究的8682名白人学生和2020名黑人学生被选为研究样本。结果显示，黑人学生在数学成绩上落后于白人学生，他们的社会经济地位较低，并且认为学校环境更消极。层次线性模型分析表明，当学生在学校感受到较高程度的消极行为时，黑人和白人学生之间的成绩差距较小。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

查看原文本刊更多论文

How Differently Do Teachers and Schools Influence the Math Performance of Whites and Blacks?

This study examined the influences of teacher support and school environment on 10th graders’ mathematics achievements, controlling for socioeconomic status, gender, and mathematics self-efficacy, and the differential influences of these factors for White and Black students in the USA. A sample of 8,682 White and 2,020 Black students who participated in the Educational Longitudinal Study were selected for the study. The results showed that Black students lagged behind their White peers on mathematics achievement, had lower socioeconomic status, and perceived the school environment as more negative. Hierarchical Linear Modeling analysis showed that the achievement gap between Black and White students was lower when students perceived a higher level of negative behavior in school.

求助全文

通过发布文献求助，成功后即可免费获取论文全文。去求助

来源期刊

Educational Practice & Theory Social Sciences-Education

CiteScore

0.40

自引率

0.00%

发文量

期刊介绍： Educational Practice and Theory in its 40th year of publication continues as an important independent forum for original ideas in education research relevant to aspects of education including K-12 schools, education reforms, teaching methods and educational leadership. Educational Practice and Theory is: -a refereed journal with a distinguished panel of consulting editors; -comparative in focus; -innovative, path-finding and provocative; -diverse with reports on a wide range of countries and themes, and -applied and theoretical.