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You searched for +publisher:"Clemson University" +contributor:("Hazari, Zahra S"). Showing records 1 – 2 of 2 total matches.

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Clemson University

1. Watson, Charity. Using Factors of Socioeconomic Status, Family Support, and Academic Preparation to Explain the Black-White Gap in Mathematics Achievement and Participation.

Degree: PhD, Engineering and Science Education, 2012, Clemson University

The Black-White achievement and participation gap in mathematics is a major concern for educators in America. In order to understand why these gaps exist and have continued to exist over the years, it is important to identify some of the factors that may contribute to them. However, one of the limitations in identifying factors that influence the disparities in achievement and participation between Black and White students is the issue of finding comparable and representative groups. This study aspired to move beyond randomized experimental designs to studying a larger representative sample of Black college students who are equivalent to White college students on a number of factors hypothesized to impact achievement and participation in mathematics. Covariates dealing with socioeconomic status, family support, and academic preparation were considered in an attempt to understand the collective and isolated effects of external factors on the performance and representation disparities between Black and White college students. College calculus performance was chosen as an outcome of interest due to its role as a gatekeeper for STEM majors and careers. The likelihood of choosing a career in a STEM field was chosen as the other outcome of interest. Results indicated that although Black students are performing significantly worse than White students in college calculus, after comparing Black students to White students with similar backgrounds, the gap between the two groups decreased to a statistically non-significant difference. Also, it was found that after comparing similar groups of Black and White students, Black students were more likely to report choosing a career in a STEM field. Advisors/Committee Members: Hazari, Zahra S, Potvin , Geoffrey D, Cooper , Melanie M, Moss , William F.

Subjects/Keywords: Achievement gap; Equity; Education

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Watson, C. (2012). Using Factors of Socioeconomic Status, Family Support, and Academic Preparation to Explain the Black-White Gap in Mathematics Achievement and Participation. (Doctoral Dissertation). Clemson University. Retrieved from https://tigerprints.clemson.edu/all_dissertations/943

Chicago Manual of Style (16th Edition):

Watson, Charity. “Using Factors of Socioeconomic Status, Family Support, and Academic Preparation to Explain the Black-White Gap in Mathematics Achievement and Participation.” 2012. Doctoral Dissertation, Clemson University. Accessed November 24, 2020. https://tigerprints.clemson.edu/all_dissertations/943.

MLA Handbook (7th Edition):

Watson, Charity. “Using Factors of Socioeconomic Status, Family Support, and Academic Preparation to Explain the Black-White Gap in Mathematics Achievement and Participation.” 2012. Web. 24 Nov 2020.

Vancouver:

Watson C. Using Factors of Socioeconomic Status, Family Support, and Academic Preparation to Explain the Black-White Gap in Mathematics Achievement and Participation. [Internet] [Doctoral dissertation]. Clemson University; 2012. [cited 2020 Nov 24]. Available from: https://tigerprints.clemson.edu/all_dissertations/943.

Council of Science Editors:

Watson C. Using Factors of Socioeconomic Status, Family Support, and Academic Preparation to Explain the Black-White Gap in Mathematics Achievement and Participation. [Doctoral Dissertation]. Clemson University; 2012. Available from: https://tigerprints.clemson.edu/all_dissertations/943


Clemson University

2. Cribbs, Jennifer. The Development of Freshman College Calculus Students' Mathematics Identity and How it Predicts Students' Career Choice.

Degree: PhD, Curriculum and Instruction, 2012, Clemson University

There is a need for research to explore the connections between students' self-perceptions and their goals and future engagement with mathematics. This is particularly the case when considering that student interest declines as they transition through K-12 and gender differences continue to persist in mathematics related careers. Knowing how students identify with mathematics might provide insight into students' self-perceptions of mathematics and how these perceptions relate to students' career choices. This quantitative study uses a mathematics identity framework based upon students' self-perceptions related to mathematics. Specifically, students' self-perceptions relating to mathematics interest, recognition by others in mathematics, and mathematical competence and performance were explored. Data were drawn from the Factors Influencing College Success in Mathematics (FICS-Math) project, which was a national survey of college students enrolled in a single-variable calculus course at 2- and 4- year institutions across the United States. This survey yielded a total of 10,492 surveys from students attending 336 college calculus courses/sections at 134 institutions. The results highlight the salience of the mathematics identity framework, indicating that mathematics interest, being recognized by others in mathematics, and beliefs about their ability to perform and understand mathematics were directly related to students' mathematics identity. This led to the construction of a structural equation model for the mathematics identity framework detailing the relationship between the sub-constructs of mathematics identity. Results also indicated that gender differences in students' self-perceptions still exist though effect sizes were small. In addition, self-perceptions as seen through a mathematics identity proxy were shown to be a strong predictor of students' career choice as a mathematician, as a science/math teacher, and in STEM fields. This study establishes an explanatory framework for mathematics identity that provides insight into gender differences and students' career choices in mathematics related fields. Implications of this study are that students' self-perceptions might provide insight into why students persist in areas related to mathematics, how teachers might help students develop a positive sense of affiliation with mathematics, and how this mathematics identity framework might provide a lens for future research. Advisors/Committee Members: Horton, Robert M, Hazari , Zahra S, Che , Megan S, Quigley , Cassie F.

Subjects/Keywords: Career Choice; College Calculus; Identity; Education

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Cribbs, J. (2012). The Development of Freshman College Calculus Students' Mathematics Identity and How it Predicts Students' Career Choice. (Doctoral Dissertation). Clemson University. Retrieved from https://tigerprints.clemson.edu/all_dissertations/942

Chicago Manual of Style (16th Edition):

Cribbs, Jennifer. “The Development of Freshman College Calculus Students' Mathematics Identity and How it Predicts Students' Career Choice.” 2012. Doctoral Dissertation, Clemson University. Accessed November 24, 2020. https://tigerprints.clemson.edu/all_dissertations/942.

MLA Handbook (7th Edition):

Cribbs, Jennifer. “The Development of Freshman College Calculus Students' Mathematics Identity and How it Predicts Students' Career Choice.” 2012. Web. 24 Nov 2020.

Vancouver:

Cribbs J. The Development of Freshman College Calculus Students' Mathematics Identity and How it Predicts Students' Career Choice. [Internet] [Doctoral dissertation]. Clemson University; 2012. [cited 2020 Nov 24]. Available from: https://tigerprints.clemson.edu/all_dissertations/942.

Council of Science Editors:

Cribbs J. The Development of Freshman College Calculus Students' Mathematics Identity and How it Predicts Students' Career Choice. [Doctoral Dissertation]. Clemson University; 2012. Available from: https://tigerprints.clemson.edu/all_dissertations/942

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