Language Ability Accounts for Ethnic Difference in Mathematics Achievement.

Area of Science:

• Educational Psychology
• Cognitive Science
• Cross-cultural Studies

Background:

• Mathematics achievement disparities between ethnic groups are a significant concern in education.
• Understanding the factors influencing these differences is crucial for developing targeted interventions.

Purpose of the Study:

• To investigate the differences in mathematics achievement between Han and minority primary school students in China.
• To explore potential cognitive and linguistic mechanisms underlying these achievement gaps.

Main Methods:

• A comparative study involving 236 Han students and 272 minority students (Uygur, Kazak).
• Assessment of mathematics achievement, general cognitive abilities, and Chinese language proficiency.
• Statistical analysis controlling for age, gender, and general cognitive abilities.

Main Results:

• Han students outperformed minority students in both mathematics achievement and Chinese language ability.
• Initial differences in mathematics achievement persisted after controlling for general cognitive abilities.
• The mathematics achievement gap between Han and minority students disappeared when Chinese language ability was controlled.

Conclusions:

• The lower mathematics achievement observed in minority students is significantly associated with their Chinese language proficiency.
• Language ability, rather than general cognitive differences, appears to be a key factor mediating mathematics achievement disparities.
• Interventions aimed at improving Chinese language skills may be effective in enhancing mathematics performance among minority students.