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Educational Studies Volume 46, 2020 - Issue 4
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Articles

Intersectional effects of Socioeconomic status, phase and gender on Mathematics achievement

Clelia CascellaManchester Institute of Education, University of Manchester, Manchester, UKCorrespondence[email protected]
ORCID Iconhttps://orcid.org/0000-0002-7735-5040View further author information
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Pages 476-496 | Received 11 Feb 2019, Accepted 29 Apr 2019, Published online: 28 May 2019

Citations (14)

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Read on this site (3)

Clelia Cascella, Chiara Giberti & Andrea Maffia. (2024) Percentages versus Rasch estimates: alternative methodological strategies for replication studies in mathematics education. Research in Mathematics Education 26:1, pages 156-174.
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Clelia Cascella. (2020) Exploring the complex relationship between students’ reading skills and their performance in mathematics: a population-based study. Educational Research and Evaluation 26:3-4, pages 126-149.
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Christopher Yaw Kwaah, Douglas Darko Agyei & Esinam Ami Avornyo. Improving teacher-student classroom interactions: what role do social and cultural backgrounds of teachers and students play?. Pedagogies: An International Journal 0:0, pages 1-22.
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Articles from other publishers (11)

Achmad Hidayatullah & Csaba Csíkos. (2023) The Role of Students’ Beliefs, Parents' Educational Level, and The Mediating Role of Attitude and Motivation in Students’ Mathematics Achievement. The Asia-Pacific Education Researcher 33:2, pages 253-262.
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Hoben ThomasHoben Thomas. 2024. Sex Differences in Reading and Math Test Scores of Children. Sex Differences in Reading and Math Test Scores of Children 71 91 .
Hoben ThomasHoben Thomas. 2024. Sex Differences in Reading and Math Test Scores of Children. Sex Differences in Reading and Math Test Scores of Children 41 69 .
Hoben ThomasHoben Thomas. 2024. Sex Differences in Reading and Math Test Scores of Children. Sex Differences in Reading and Math Test Scores of Children 13 24 .
Luis A. Leyva & Nicole M. Joseph. (2023) Intersectionality as a lens for linguistic justice in mathematics learning. ZDM – Mathematics Education 55:6, pages 1187-1197.
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Mirko Ruks. (2023) Testing for SES differences in the responsiveness of educational expectations in a twin design. PLOS ONE 18:8, pages e0290454.
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Alice Bertoletti, Marta Cannistrà, Mara Soncin & Tommaso Agasisti. (2023) The heterogeneity of Covid-19 learning loss across Italian primary and middle schools. Economics of Education Review 95, pages 102435.
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Clelia Cascella, Julian Scott Williams & Maria Pampaka. (2021) Gender differences in mathematics outcomes at different levels of locality to inform policy and practice. European Educational Research Journal 21:5, pages 705-731.
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Gabriele Kaiser & Yan Zhu. (2022) Gender differences in mathematics achievement: A secondary analysis of Programme for International Student Assessment data from Shanghai. Asian Journal for Mathematics Education 1:1, pages 115-130.
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Lisanne Heilmann. (2021) Making a case for more feminist approaches in quantitative research: How commonly used quantitative approaches in adult education research marginalise and oversimplify diverse and intersectional populations. European Journal for Research on the Education and Learning of Adults 12:2, pages 179-191.
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Tomáš Lintner. (2021) Low Socioeconomic School Composition as an Indicator of Low Educational Attainment: Evidence from Slovakia. e-Pedagogium 20:4, pages 26-33.
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