Mathematics Attitudes and Achievement of U.S. High School Sophomores Based on Race

Oct 15, 2026

A quantitative education study examines how psychosocial attitudes relate to mathematics academic achievement among U.S. high school sophomores across different races. Using nationally distributed survey data with 16,000+ participants under NCES, it incorporates transcript information to correlate students’ math attitudes and racial profiles with courses and grades. Findings show significant differences between Latina/o and non-Latina/o students in self-evaluations of mathematics affinity, appreciation, and capacity. Additional analyses indicate Latina/o students are less prepared based on the highest math course completed, supporting changes to course placement, mentorship, and promotion programs to reduce inequities for underrepresented minorities.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages10

Reading Time25 min

AccessFree to download

Abstract

Introduction/Purpose

Theoretical Framework

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| Mathematics Attitudes and Achievement of U.S. HighSchool Sophomores Based on Race | | --- | --- | James Martinez, California State University—Channel Islands Abstract What are high school students thinking? The purpose of this study was to examine the degree that psychosocial attitudes affect academic achievement in mathematics for students of different races during secondary schooling. Based on a quantitative methodology, data was gathered from a nationally distributed survey involving over 16,000 student participants under the auspices of the National Center for Education Statistics (NCES). Transcript information was incorporated into the analysis, so student math attitudes and student racial profiles could be correlated to courses taken and grades. Significant differences were found when comparing Latina/o to non-Latina/o students with regard to student selfevaluations of mathematics affinity, appreciation and capacity. Subsequent analyses revealed that Latina/os are significantly less prepared than their non-Latina/o peers in terms of the highest level of math course completed. The implications of this study endorse revisions to student mathematics course placement procedures, as well as mentorship and other promotional programs for underrepresented minority students. The results of this study inform policy makers, administrators, teachers, and other educational advocates whose interests lie in decreasing inequities that exist among students from a diverse range of racial backgrounds. Keywords: mathematics, equity, achievement, race, policy, curriculum, quantitative Introduction/Purpose It has been said that innovation is the lifeblood of 21st century learning. In Vivian Stewart's (2012) book, A World-Class Education, she states, the old basics are still important, but the new basics will be required, including a deeper understanding of academic content, the ability to apply knowledge to new problems, and a set of strategies to enable students to “learn how to learn,” be creative, and take control of their own learning. (p. 141) In the United States, there are numerous obstacles that either encourage or inhibit students in their preparations for a future where innovative skills are essential for success. It is the premise of this study that individual attitudes about learning affect academic performance for these students. The purpose of this study was to determine the relationship between the epistemological development and academic performance in mathematics among secondary-level, public school Latina/o students. This was a quantitative study which defined relationships between these factors, and identified potential reasons for any degree of correlation. The research questions for this study were 1) to what degree are psychosocial variables related to academic achievement in mathematics among Latina/o high school sophomores and their non-Latina/o peers?; and, 2) how well do psychosocial attitudes related to mathematics and reported race predict academic achievement for Latina/o and non-Latina/o high school sophomores? With the current emphasis on secondary-level students to obtain the necessary skills to prepare them for college or career opportunities in the 21st century, researchers and educational practitioners alike have engaged in a continuing effort to better understand barriers to academic success for specific subgroups of students, including secondary-level Latina/os. For the purposes of this study, the term Latina/o refers to individuals who not only identify themselves as having Latin American ancestry, but includes others who identify themselves, informally or formally, as Hispanic. This is important to note, especially considering the use of both terms, many times interchangeably, in the literature used to inform this study. Additionally, the data used in this study to generate results prompted student self-reports of their own race, based on personal perceptions of racial design

FAQs

What is the purpose of the study?

To examine the degree that psychosocial attitudes affect mathematics academic achievement for students of different races during secondary schooling.

How was data collected and analyzed?

The study used quantitative methodology and gathered data from a nationally distributed survey with 16,000+ student participants under NCES, incorporating transcript information to correlate attitudes and racial profiles with courses and grades.

What differences were found between Latina/o and non-Latina/o students?

Latina/o students differed significantly from non-Latina/o students in self-evaluations of mathematics affinity, appreciation, and capacity, and they were significantly less prepared in terms of the highest level of math course completed.

Oct 15, 2026

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