First Advisor
Powers, Robert
Document Type
Dissertation
Date Created
12-2019
Abstract
Although concern about mathematical achievement inequities has become widespread, even in well-funded, high-performing high schools, unequal outcomes for minority and disadvantaged students can seem persistent and difficult to change despite strong efforts. This project reports on an ethnographic study that examined how social environments within schools can affect students’ choices of whether or not to attempt advanced coursework in mathematics, especially among marginalized groups like Hispanic minorities, low socio-economic status (SES) and rural populations. It considered how social and peer environments affect students’ approaches to schooling, and decisions they make that will have long-term implications for their futures. In particular, it focused on the academic cultures which arise around advanced tracks such as International Baccalaureate (IB) and AP classes, asking if those cultures may draw some students in and leave others out based on whether students can conform to cultural expectations within those peer subcultures. Finally, gender expression and gender norms were considered, especially as they intersect with academic norms and high achieving sub-cultures. This work may help schools to understand their own academic and gender cultures, making it possible for them to influence on-campus environments in order to create the opportunity for greater access to mathematics for all students.
Extent
156 pages
Local Identifiers
ScottJanda_unco_0161D_10801.pdf
Rights Statement
Copyright is held by the author.
Recommended Citation
Scott-Janda, Elizabeth, "The Impact of Social and Cultural Factors on Minority Students’ Participation in an International Baccalaureate Diploma Program" (2019). Dissertations. 642.
https://digscholarship.unco.edu/dissertations/642