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Journal of Women and Minorities in Science and Engineering
SJR: 0.504 SNIP: 0.671 CiteScore™: 1.65

ISSN 印刷: 1072-8325
ISSN オンライン: 1940-431X

Journal of Women and Minorities in Science and Engineering

DOI: 10.1615/JWomenMinorScienEng.v3.i3.40
pages 185-202

FACTORS LEADING TO GAINS IN MATHEMATICS DURING THE FIRST YEAR OF COLLEGE: AN ANALYSIS BY GENDER AND ETHNICITY

Linda Serra Hagedorn
Research Institute for Studies in Education, Iowa State University, USA
M. Vali Siadat
Department of Mathematics, Richard J. Daley College, 7500 S. Pulaski, Chicago, IL 60652
Amaury Nora
College of Education, Farish Hall 401, University of Houston, Houston, TX 77204-5872
Ernest T. Pascarella
University of Illinois at Chicago, Policy Studies (M/C 147), 1040 W. Harrison St., Chicago, IL 60607-7133

要約

This study explored nontraditional associating factors for the accruement of mathematical skills during the first year of college, including the role of factors pertaining to academic and social involvement, student study behavior, student perceptions of the quality of teaching, financial support, and awareness of prejudice. This model employed a unique formula for the calculation of math gain that controlled for ceiling effects and nonlinearity. A nationally representative sample of first-year college students was tested by both gender and ethnicity. Although many of the factors tested contributed to math gains for the entire sample, there were many marked differences when analyzed by gender or ethnicity.


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