A Quantitative Study of Mathematics Identity and Achievement among LatinX Secondary School Students

ABSTRACT

Using data from the National Center of Educational Statistics’ (NCES) 2009 High School Longitudinal Study, this article studies the relationship between mathematics identity and mathematics success for LatinX students by relying on critical race theory and intersectionality as theoretical frameworks. The quantitative analysis relies on hierarchical regression modeling to examine the relative impact of demographic variables, school characteristics, parents social capital, and parental involvement on the mathematics grade point averages at the conclusion of 11^th grade of a national sample of LatinX students. The article concludes with a discussion of the ways in which we as educators, policy makers, and researchers can work toward supporting positive mathematics identity development and, by extension, mathematical attainment and success for LatinX students. Specifically, the article discusses ways in which the experiences, cultures and abilities of these students can be acknowledged, celebrated, and built upon.

KEYWORDS:

• Mathematics identity
• mathematics achievement
• LatinX students
• secondary school students
• mathematics education

Acknowldgement

The authors acknowledge no conflict of interest with respect to this manuscript and the research study described therein.

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Additional information

Funding

The author(s) reported there is no funding associated with the work featured in this article.