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For Colored Girls? Factors that Influence Teacher Recommendations into Advanced Courses for Black Girls

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  • Shanyce Campbell


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    Given the lack of attention to Black girls’ participation in STEM related courses, it remains unclear why this group participates at lower rates in STEM courses later in their academic careers (Hyde et al. 2008 ; Tocci and Engelhard 1991 ; Catsambis 1994 ). The purpose of this paper is to examine the extent to which teachers influence Black girls’ opportunities along the math pipeline. The aim is to determine the role of Black girls’ cognitive and non-cognitive behaviors on teachers’ decisions to place them in advanced courses. Using nationally representative survey data, the findings indicate that Black girls’ confidence in their ability to master skills taught math reduced the odds teacher recommendations to advanced courses. Additionally, teachers’ expectations of the educational attainment of Black girls were related to the recommendation process. Overall, the findings suggest that subjective beliefs held by students and teachers critically influence Black girls’ persistence along the math pipeline. Copyright Springer Science + Business Media, LLC 2012

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    Article provided by Springer & National Economic Association in its journal The Review of Black Political Economy.

    Volume (Year): 39 (2012)
    Issue (Month): 4 (December)
    Pages: 389-402

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    Handle: RePEc:spr:blkpoe:v:39:y:2012:i:4:p:389-402
    DOI: 10.1007/s12114-012-9139-1
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    1. Rhonda Sharpe & Omari Swinton, 2012. "Beyond Anecdotes: A Quantitative Examination of Black Women in Academe," The Review of Black Political Economy, Springer;National Economic Association, vol. 39(3), pages 341-352, September.
    2. Dania Francis, 2012. "Sugar and Spice and Everything Nice? Teacher Perceptions of Black Girls in the Classroom," The Review of Black Political Economy, Springer;National Economic Association, vol. 39(3), pages 311-320, September.
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