Exploring students' attitudes towards mathematics and mathematical achievement in secondary schools in England: the role of social class, gender and ethnicity

Quaye, Jeffery

doi:10.1080/14794802.2014.971340

Cited by 8 publications

(10 citation statements)

References 2 publications

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“…A mixed methods approach employing structured questionnaires, semi-structured interviews, and mathematics assessment data was utilised in the wider study on which this paper draws (Quaye, 2020). In this article, we report on questionnaire and assessment data.…”

Section: Methodsmentioning

confidence: 99%

“…These scales were piloted before the data collection. The nine indicators of cultural capital were "I attend dance classes"; "I attend art classes"; "I attend musical performances and concerts"; "I borrow books from my local library"; "I visit Museums and Art Galleries"; "I visit the theatre"; "I use social media sites"; "I watch sports"; and "I play sports" (Quaye, 2015). Students responded on a five-point Likert scale of never = 1, Rarely = 2, sometimes = 3, most of the time = 4, and always = 5, giving the cultural capital scale a theoretical minimum of 9 and theoretical maximum of 45.…”

Section: Cultural Capital Scalementioning

confidence: 99%

“…Dumais (2002) operationalised habitus as students' expectation to have specific occupations by the age of 30, and McClelland (1990) used habitus as a representation of students' occupational aspirations to have an upper "white collar" job. We have considered the difficulties associated in operationalising habitus (Quaye, 2015) and opted to operationalise habitus as students' mathematics-related career aspirations. The habitus scale began with the instruction "This section measures your aspiration for a future career in a mathematics-related job."…”

Section: Habitus Scalementioning

confidence: 99%

“…Recently in England, the Office for Standards in Education, Children's Services and Skills (OFSTED) has introduced a new inspection framework which puts at the centre the role of curriculum and, for the first time, states explicitly the need for schools to develop students' cultural capital (Ofsted, 2019). This policy shift draws on a plethora of research that has established the link between cultural capital and academic achievement (Graaf et al, 2000;Quaye, 2015;Waithaka, 2014). Bourdieu's theory of social and cultural reproduction offers us a mechanism to understand how inequality is reproduced and the way in which social class accounts for differences in students' outcomes (Bourdieu, 2006).…”

Section: Introductionmentioning

confidence: 99%

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Social class inequalities in attitudes towards mathematics and achievement in mathematics cross generations: a quantitative Bourdieusian analysis

Quaye

Pomeroy

2021

Educ Stud Math

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Drawing on Bourdieu’s theory of social and cultural reproduction, this article utilizes the conceptual tools of habitus and cultural capital to examine intergenerational inequalities in attitudes towards mathematics and mathematics learning in three secondary schools in England. Data from 1079 students aged 14–16 included mathematics achievement, survey measures of attitudes towards mathematics, perceived parental attitudes towards mathematics, newly developed scales for cultural capital and habitus, and social class. There was a very strong relationship between student’s attitudes towards mathematics and students’ perceptions of their parents’ attitudes towards mathematics. Middle-class students reported more positive attitudes towards mathematics, more positive perceived parental attitudes towards mathematics, and had higher mathematics achievement than working-class students. Cultural capital had a significant positive effect on students’ attitudes towards mathematics but a minor effect on their achievement in mathematics. However, cultural capital’s effect on students’ attitudes and achievement in mathematics faded when habitus was included in the model. We suggest that habitus may play a more central role than cultural capital in the reproduction of mathematics inequalities. School quality had a modest but significant impact on mathematics outcomes in this study, so we argue that challenges to mathematics inequalities will require changes both within and outside of mathematics classrooms. Supplementary Information The online version contains supplementary material available at 10.1007/s10649-021-10078-5.

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Section: Methodsmentioning

confidence: 99%

Section: Cultural Capital Scalementioning

confidence: 99%

Section: Habitus Scalementioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Social class inequalities in attitudes towards mathematics and achievement in mathematics cross generations: a quantitative Bourdieusian analysis

Quaye

Pomeroy

2021

Educ Stud Math

Self Cite

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“…*Over the past few decades, attitudes towards mathematics have been continually receiving great attention among researchers due to its significant relationships with students' achievement (Behr, 1973;Cheung, 1988;Kibrislioglu, 2015;Quaye, 2015;Tarim and Akdeniz 2008). Attitudes towards mathematics is classified as one of affective domains in mathematics (Palacios et al, 2014) and usually measured through integration of various constructs which are related to emotional, feelings and values Dreger, 1961, Aiken, 1972;1974;1979;Fennema and Sherman, 1976;Huang and Lin, 2015;Tapia and Marsh, 2004;OECD, 2012;Tezer and Ozcan, 2015).…”

Section: Introductionmentioning

confidence: 99%

A confirmatory factor analysis of the attitude towards mathematics scale using multiply imputed datasets

Ayob¹,

Yassin

2017

Int. j. adv. appl. sci

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This study re-examined, via confirmatory factor analysis (CFA) method, construct validity of PISA 2012 attitude towards mathematics scale using multiply imputed datasets. Data for this study were drawn from the Malaysian sample of PISA 2012. Specifically, 4247 students from 135 Malaysian secondary schools were used as sample in this study. Prior to conducting the CFA, missing data resulted from questionnaire rotation design were multiply imputed using predictive mean matching (PMM) method via R-package Multiple Imputation by Chained Equations (MICE). Subsequently, Mardia's multivariate normality test was performed using Rpackage MVN. Since the attitude towards Mathematics scale was hypothesized to consist of ten constructs, a ten-factor congeneric CFA model was then built using R-package lavaan.survey, which incorporate both multiply imputed data and survey weights as well as non-normality of data through its Maximum Likelihood Robust estimation. After a few series of theory-guided model specification, several items with low loadings or crossloadings, and construct with low in both Composite Reliability (CR) and Average Variance Extracted (AVE) were eliminated. Through examination of various goodness-of-fit indices, results indicated that the final nine-factor congeneric CFA model provided good fit to the data.

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Challenges of social justice in mathematics classrooms

et al. 2021

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This study explored the challenges faced by mathematics teachers in promoting social justice in teaching and learning in mathematics in high schools in Nepal. An interpretive qualitative research method was employed for collecting, analyzing, and interpreting data in an iterative process. An in-depth interview method was implemented to collect data from three mathematics teachers on challenges of social justice in mathematics classrooms at three public secondary schools in Kathmandu. A multi-layered thematic analysis and interpretation of the participant narratives from the interview data produced eight emergent themes: diverse students, working-class children, students' absenteeism, disengaging curriculum, students' different interests, non-participatory teaching, insufficient skills in using technology, and cultural differences. Pedagogical and policy implications are additionally considered.

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Exploring students' attitudes towards mathematics and mathematical achievement in secondary schools in England: the role of social class, gender and ethnicity

Cited by 8 publications

References 2 publications

Social class inequalities in attitudes towards mathematics and achievement in mathematics cross generations: a quantitative Bourdieusian analysis

Social class inequalities in attitudes towards mathematics and achievement in mathematics cross generations: a quantitative Bourdieusian analysis

A confirmatory factor analysis of the attitude towards mathematics scale using multiply imputed datasets

Challenges of social justice in mathematics classrooms

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