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Using data from 313 preservice and practicing elementary teachers, the study provides evidence of construct validity for the Attributions of Mathematical Excellence Scale. Exploratory and confirmatory factor analyses support a four-factor structure covering genetic, social, personal, and educational attributions, linking attribution systems to both racial and gender prejudice. The instrument can support outcome measurement in equity-focused teacher education interventions.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/race-gender-and-teacher-equity-beliefs-construct-validation-of-the-attributions-of-mathematical-excellence-scale/591160/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/race-gender-and-teacher-equity-beliefs-construct-validation-of-the-attributions-of-mathematical-excellence-scale/591160.png","ImageObject",300,407,{"name":92,"@type":93},"McQueen","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-27","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What problem does the study address?","Question",{"text":112,"@type":113},"It addresses the lack of a validated, mathematics-specific instrument for measuring teachers’ beliefs about how race and gender relate to students’ learning and success in mathematics.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How many teachers participated, and what analysis was used?",{"text":117,"@type":113},"The study analyzes responses from 313 preservice and practicing elementary teachers and uses factor analyses to evaluate the scale’s underlying structure.",{"name":119,"@type":110,"acceptedAnswer":120},"What does the Attributions of Mathematical Excellence Scale measure?",{"text":121,"@type":113},"It measures elementary teachers’ systems of racialized and gendered attribution beliefs, capturing attributions related to genetic, social, personal, and educational explanations for mathematical excellence and students’ struggles.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},591160,1792165701,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},5909890329169,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","AERA Open  \nJanuary-December 2022, Vol. XX, No. X, pp. 1–22 DOI: 10. 1177/23328584221130999  \nArticle reuse guidelines: [sagepub.com/journals-permissions](sagepub.com/journals-permissions)[ ](sagepub.com/journals-permissions)© The Author(s) 2022. [https://journals.sagepub.com/home/ero](https://journals.sagepub.com/home/ero)  \nRace, Gender, and Teacher Equity Beliefs: Construct Validation of the Attributions of Mathematical Excellence Scale  \nErik Jacobson  \nIndiana University  \nDionne Cross Francis  \nUniversity of North Carolina  \nCraig Willey  \nIndiana University–Purdue University at Indianapolis  \nKerrie Wilkins-Yel  \nUniversity of Massachusetts  \nTeachers’ beliefs can have powerful consequences on instructional decisions and student learning. However, little research focuses on how teachers’ beliefs about the role of race and gender in mathematics teaching and learning influence educational equity within classrooms. This gap is partly due to the lack of studies focused on variation within classrooms, which in turn is hampered by the lack of instruments designed to measure mathematics-specific equity beliefs. In this study of 313 preservice and practicing elementary teachers, we report evidence of construct validity for the Attributions of Mathematical Excellence Scale. Factor analyses provide support for a four-factor structure, including genetic, social, personal, and educational attributions. The findings suggest that the same system of attribution beliefs underlies both racial and gender prejudice among elementary mathematics teachers. The Attributions of Mathematical Excellence Scale has the potential to provide a useful outcome measure for equity-focused interventions in teacher education and professional development.  \nKeywords: attribution, equity beliefs, gender bias, mathematics, racial bias, teacher beliefs  \nTeachers’ beliefs influence their instructional decisions (Pajares, 1992), including decisions that shape the mathematical learning opportunities of girls, Native American and Indigenous people, and Students of Color (SoC) . However, the field lacks a validated, mathematics-specific instrument to measure teachers’ racialized and gendered beliefs about mathematics learning. To date, instrument development in this area has focused on learning more broadly. In the present study, we report our work developing the Attributions of Mathematical Excellence Scale (AMES), which we posit isan important step toward advancing research on the role of teachers’ equity beliefs in mathematics education. We consider evidence of substantive validity, structural validity, and external validity to build an initial argument for the construct validity (Flake et al., 2017) of the AMES as a measure of elementary teachers’ systems of racialized and gendered attribution beliefs about students’ struggles and success in mathematics. This instrument responds to calls for research on racial attitudes in mathematics education (Battey & Leyva, 2018) and comes at a time when public cries for racial justice and equity—and the valuing of Black, Latinx, and Asian American lives—have reached a new pinnacle.  \nSuch an instrument is critical for addressing the opportunity gap in school mathematics, a persistent challenge with wide implications for broadening participation in science, technology, engineering, and mathematics.  \nThe validity evidence we report also has the potential to advance theory because the AMES design operationalizes several transformative theoretical claims about mathematics teachers’ equity beliefs. First, we claim that individuals hold attribution beliefs about mathematics learning that differ from their more general attribution beliefs. Second, we claim that a common belief system—attributions of mathematical excellence—underlies racialized and gendered inequity in mathematics, although the effects are likely amplified for students with intersecting marginalized identities (Collins, 2000; Crenshaw, 1991; Leyva, 2017) . Thir","cbCainCRiZbCsLq2","https://ap.wps.com/l/cbCainCRiZbCsLq2","pdf",814232,22,"English","# Teachers’ beliefs and the measurement gap\n# Development of the Attributions of Mathematical Excellence Scale (AMES)\n# Validity evidence for AMES\n## Substantive validity\n## Structural validity\n# Theoretical implications and links to prejudice\n## Race-neutral and gender-neutral beliefs","[{\"question\":\"What problem does the study address?\",\"answer\":\"It addresses the lack of a validated, mathematics-specific instrument for measuring teachers’ beliefs about how race and gender relate to students’ learning and success in mathematics.\"},{\"question\":\"How many teachers participated, and what analysis was used?\",\"answer\":\"The study analyzes responses from 313 preservice and practicing elementary teachers and uses factor analyses to evaluate the scale’s underlying structure.\"},{\"question\":\"What does the Attributions of Mathematical Excellence Scale measure?\",\"answer\":\"It measures elementary teachers’ systems of racialized and gendered attribution beliefs, capturing attributions related to genetic, social, personal, and educational explanations for mathematical excellence and students’ struggles.\"}]","Race, Gender, and Teacher Equity Beliefs: Construct Validation of the Attributions of Mathematical Excellence Scale | PDF",1792071248,55]