Race, Sex, Socioeconomic Status, and Mathematics

Evaluating Middle School Students’ Spatial-Scientific Performance within Earth/Space Astronomy in Terms of Gender and Race/Ethnicity

“…In addition to gender differences, research studies have also shown differences in mathematical performance between Black and White students (Lee, 2004;Lee & Wong, 2004;Lubienski, 2002;Reyes & Stanic, 1988) and between Hispanic and White students (Lubienski, 2002). McGraw et al (2006) analyzed the 2003 NAEP assessment for gender gaps in achievement by race/ethnicity and found "that the differences in scale scores were much greater between racial/ethnic groups than between males and females within the same racial/ethnic group" (p. 140).…”

“…Linn and Petersen (1985) determined that males outperformed females at all age levels on mental rotation tasks. Numerous studies have also shown a substantial gap in mathematical achievement between Black and White students (Lee & Wong, 2004;Reyes & Stanic, 1988) which is further intensified among Hispanic and White students (Lubienski, 2002). However, research focusing on spatial reasoning and visualization among students of color is underdeveloped.…”

Motivation and attitude of preservice elementary teachers toward mathematics : is rural revevant?

“…The values embedded in a culture can affect teaching, learning, and curriculum (Bush, 2002;Reyes & Stanic, 1988). Bush identified four cultural factors that have emerged over the past twenty years of research on how cultural differences affect students' achievement in and attitudes toward mathematics.…”

The Relationship between the Secondary Mathematics Curriculum, College Persistence, and Success at an Urban Community College

“…The authors posited that this can have long-term psychological impact on the choices each group makes in regard to the seriousness of their high school studies, course selection, college versus work decisions, and more. Furthermore, Reyes and Stanic (1988) specifically warned mathematics educators about the roles they play in believing in or rejecting the disparate treatment of these two groups. They discussed the 'norm' in public schools citing the works of Bowles and Gintis (1976), Ginsburg and Russell (1981), Matthews, Carpenter, Lindquist, and Silver (1984), Willis (1977), and Yando et al (1979).…”

“…Citing Michael Apple (1979), a critical sociologist, Reyes and Stanic (1988) discussed Apple's hidden curriculum which identified the education particular student groups would have received -some received lessons focused on problem solving while others received lessons requiring repetition and drill exercises.…”