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Inequality in USA Mathematics Education: The Roles Race and Socio-Economic Status Play

Artigo2024

William H. Schmidt ORCID; Siwen Guo ORCID; William F. Sullivan

Acesso restrito Página oficial: Inequality in USA Mathematics Education: The Roles Race and Socio-Economic Status Play (abre em nova aba)

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Resumo

The recent PISA mathematics results delivered disappointing news for the United States of America (USA). These results underscored the education system's continuing inequalities. An important question concerns to what extent and to which part of the educational system do these sources of inequality occur? In this paper we use PISA 2012 data merged with district- and school-level variables derived from five additional national databases to explore the way socio-economic status (SES) and race are related to inequalities in student performance as well as to inequalities in other components of schooling at both the system and student-levels, such as the academic 'zeitgeist' of the school, the nature of the mathematics curriculum and characteristics of both the teacher and the student. The results demonstrated how race and SES had significant relationships not only to student performance but to other aspects of schooling as well. Those relationships occurred at both the system- and within-school levels but differed in their implications. The policy implications of the research could help determine where the greatest effort could be made to provide all children of all racial and social classes equal opportunities to learn.

Dados da obra

Tipo
Artigo
Periódico
ZDM: Mathematics Education, v. 56, n. 3, p. 497-509
Editora
Springer Science+Business Media
Ano
2024 (2024-05-28)
Idioma
en
Palavras-chave
Mathematics Education; Achievement Tests; International Assessment; Secondary School Students; Socioeconomic Status; Race; Disadvantaged Youth; Equal Education; educational inequality; PISA 2012; academic performance; school climate; mathematics curriculum; teacher characteristics; school district characteristics; equal educational opportunity; United States
Temas
Avaliação, Currículo
DOI
10.1007/s11858-024-01593-9
ISSN
1863-9690, 1615-679X, 1863-9704
Acesso
Acesso restrito
Fontes
ERIC — Education Resources Information Center; OpenAlex
Na Biblioteca desde
01/10/2026 · verificada em 03/10/2026

Como citar

ABNT
SCHMIDT, William H.; GUO, Siwen; SULLIVAN, William F.. Inequality in USA Mathematics Education: The Roles Race and Socio-Economic Status Play. ZDM: Mathematics Education, v. 56, n. 3, p. 497-509, 2024. DOI: https://doi.org/10.1007/s11858-024-01593-9.

APA

Schmidt, W. H., Guo, S., & Sullivan, W. F. (2024). Inequality in USA Mathematics Education: The Roles Race and Socio-Economic Status Play. ZDM: Mathematics Education, 56(3), 497-509. https://doi.org/10.1007/s11858-024-01593-9

BibTeX
@article{schmidt2024,
  author = {Schmidt, William H. and Guo, Siwen and Sullivan, William F.},
  title = {Inequality in USA Mathematics Education: The Roles Race and Socio-Economic Status Play},
  year = {2024},
  journal = {ZDM: Mathematics Education},
  volume = {56},
  number = {3},
  pages = {497-509},
  publisher = {Springer Science+Business Media},
  doi = {10.1007/s11858-024-01593-9},
  language = {en}
}
RIS
TY  - JOUR
AU  - Schmidt, William H.
AU  - Guo, Siwen
AU  - Sullivan, William F.
TI  - Inequality in USA Mathematics Education: The Roles Race and Socio-Economic Status Play
PY  - 2024
JO  - ZDM: Mathematics Education
VL  - 56
IS  - 3
SP  - 497
EP  - 509
DO  - 10.1007/s11858-024-01593-9
LA  - en
ER  -

Referência gerada automaticamente a partir dos metadados das fontes; confira com o documento original. Baixar BibTeX · Baixar RIS

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