We can Achieve if We Receive: Examining the Effects of Out-of-School Time Activities on Black Student Achievement in Mathematics

Abstract

The purpose of this study was to assess the ability of out-of-school time (OST) science, technology, engineering, and mathematics (STEM) activities to differentially influence mathematics achievement in black students. This study utilized propensity score matching to examine the acute effect of OST STEM on the mathematics achievement of black students. A sample of students (N = 3,763) was drawn from the HSLS09/12 for this study. After propensity score matching, a univariate analysis of variance (ANOVA) was conducted. Participation in OST activities had a statistically significant main effect on the mathematics achievement of black students (d = .18). This is important because the effect size data suggest that black students who participate in STEM-focused OST activities in mathematics will score, on average, higher than approximately 60% of black students who do not participate in these activities. The study contributes to the literature on black student achievement, OST STEM, and the influence of mathematics dispositions on educational outcomes. Recommendations to overcome common OST STEM participation barriers are provided.

KEYWORDS:

• STEM; Out-of-school time; Informal learning; Mathematics achievement; Black students

Additional information

Notes on contributors

Jamaal Young

Jamaal Young, Ph.D., focuses his attention on culturally responsive mathematics, particularly the needs of African American students, multicultural STEM project based learning, preparation of pre-service mathematics teachers to work with diverse learners, literature synthesis, and meta-analysis methodology. His scholarship seeks to increase the number of underrepresented students in STEM career fields by leveraging technological pedagogical content knowledge (TPACK), culturally responsive pedagogies, and research synthesis methodologies to improve teaching and learning in STEM content areas. He is currently an associate professor at the University of Iowa.

Jemimah Lea Young

Jemimah Young, Ph.D., is an assistant professor at the University of Iowa. Her areas of expertise include multicultural education, urban education, and sociology of education. Her research interests center on (1) the academic achievement and assessment of Black women and girls, (2) educational outcomes for students of color, (3) educational experiences of marginalized and minoritized populations, as well as (4) culturally responsive pedagogy.