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Race, Gender, and Teacher Equity Beliefs: Construct Validation of the Attributions of Mathematical Excellence Scale

Artigo2022

Erik Jacobson; Dionne Cross Francis; Craig Willey; Kerrie Wilkins-Yel

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Resumo

Teachers’ beliefs can have powerful consequences on instructional decisions and student learning. However, little research focuses on how teachers’ beliefs about the role of race and gender in mathematics teaching and learning influence educational equity within classrooms. This gap is partly due to the lack of studies focused on variation within classrooms, which in turn is hampered by the lack of instruments designed to measure mathematics-specific equity beliefs. In this study of 313 preservice and practicing elementary teachers, we report evidence of construct validity for the Attributions of Mathematical Excellence Scale. Factor analyses provide support for a four-factor structure, including genetic, social, personal, and educational attributions. The findings suggest that the same system of attribution beliefs underlies both racial and gender prejudice among elementary mathematics teachers. The Attributions of Mathematical Excellence Scale has the potential to provide a useful outcome measure for equity-focused interventions in teacher education and professional development.

Dados da obra

Tipo
Artigo
Periódico
AERA Open, v. 8
Editora
SAGE Publishing
Ano
2022 (2022-11)
Idioma
en
Palavras-chave
Teacher Attitudes; Beliefs; Mathematics Instruction; Equal Education; Preservice Teachers; Elementary School Teachers; Construct Validity; Measures (Individuals); Bias; Racism; Gender Bias; Mathematics Achievement
Temas
Formação de Professores de Matemática
DOI
10.1177/23328584221130999
ISSN
2332-8584
Acesso
Download disponível
Fontes
DOAJ — Directory of Open Access Journals; ERIC — Education Resources Information Center
Na Biblioteca desde
01/10/2026 · verificada em 03/10/2026

Como citar

ABNT
JACOBSON, Erik et al.. Race, Gender, and Teacher Equity Beliefs: Construct Validation of the Attributions of Mathematical Excellence Scale. AERA Open, v. 8, 2022. DOI: https://doi.org/10.1177/23328584221130999.

APA

Jacobson, E., Francis, D. C., Willey, C., & Wilkins-Yel, K. (2022). Race, Gender, and Teacher Equity Beliefs: Construct Validation of the Attributions of Mathematical Excellence Scale. AERA Open, 8. https://doi.org/10.1177/23328584221130999

BibTeX
@article{jacobson2022,
  author = {Jacobson, Erik and Francis, Dionne Cross and Willey, Craig and Wilkins-Yel, Kerrie},
  title = {Race, Gender, and Teacher Equity Beliefs: Construct Validation of the Attributions of Mathematical Excellence Scale},
  year = {2022},
  journal = {AERA Open},
  volume = {8},
  publisher = {SAGE Publishing},
  doi = {10.1177/23328584221130999},
  language = {en}
}
RIS
TY  - JOUR
AU  - Jacobson, Erik
AU  - Francis, Dionne Cross
AU  - Willey, Craig
AU  - Wilkins-Yel, Kerrie
TI  - Race, Gender, and Teacher Equity Beliefs: Construct Validation of the Attributions of Mathematical Excellence Scale
PY  - 2022
JO  - AERA Open
VL  - 8
DO  - 10.1177/23328584221130999
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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