For Colored Girls? Factors that Influence Teacher Recommendations into Advanced Courses for Black Girls
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
If you experience problems downloading a file, check if you have the proper application to view it first. In case of further problems read the IDEAS help page. Note that these files are not on the IDEAS site. Please be patient as the files may be large.
As the access to this document is restricted, you may want to look for a different version under "Related research" (further below) or search for a different version of it.
Volume (Year): 39 (2012)
Issue (Month): 4 (December)
|Contact details of provider:|| Web page: http://www.springer.com|
|Order Information:||Web: http://www.springer.com/economics/journal/12114|
References listed on IDEAS
Please report citation or reference errors to , or , if you are the registered author of the cited work, log in to your RePEc Author Service profile, click on "citations" and make appropriate adjustments.:
- 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.
- 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.
When requesting a correction, please mention this item's handle: RePEc:spr:blkpoe:v:39:y:2012:i:4:p:389-402. See general information about how to correct material in RePEc.
For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: (Sonal Shukla)or (Rebekah McClure)
If you have authored this item and are not yet registered with RePEc, we encourage you to do it here. This allows to link your profile to this item. It also allows you to accept potential citations to this item that we are uncertain about.
If references are entirely missing, you can add them using this form.
If the full references list an item that is present in RePEc, but the system did not link to it, you can help with this form.
If you know of missing items citing this one, you can help us creating those links by adding the relevant references in the same way as above, for each refering item. If you are a registered author of this item, you may also want to check the "citations" tab in your profile, as there may be some citations waiting for confirmation.
Please note that corrections may take a couple of weeks to filter through the various RePEc services.