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Adolescents with equitable math teachers have stronger math identities. This effect is most significant in diverse schools, with Black youth showing resilience against stereotypes.

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Area of Science:

  • Educational Psychology
  • Sociology of Education
  • Adolescent Development

Background:

  • Math identity is crucial for academic trajectories.
  • Teacher equity perceptions can influence student engagement and identity.
  • Racial and gender intersections impact adolescent experiences in STEM.

Purpose of the Study:

  • To examine the relationship between perceived teacher equity and math identity among ninth graders.
  • To investigate if school racial composition moderates the impact of teacher equity perceptions on math identity.
  • To explore how race and gender intersect with these relationships.

Main Methods:

  • Utilized data from the High School Longitudinal Study of 2009 (HSLS:09).
  • Analyzed ninth-grade student perceptions of math teacher equity.
  • Examined math identity in relation to student race, gender, and school racial diversity.

Main Results:

  • Perceptions of teacher equity positively correlate with higher math identity across races and genders.
  • The influence of teacher equity perceptions on math identity is strongest in racially diverse school settings.
  • Black adolescents demonstrated high math identity irrespective of teacher equity perceptions, suggesting stereotype resistance.

Conclusions:

  • Equitable teaching practices are vital for fostering positive math identities in adolescents.
  • Racially diverse school environments amplify the importance of teacher equity for math identity development.
  • Black youth may possess unique resilience mechanisms against negative stereotypes impacting their math identity.