Math and Science Attitudes and Achievement at the Intersection of Gender and Ethnicity

By Nicole Else-Quest, C. Mineo, A. Higgins. 2013

265 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Safety Research

View Paper: https://www.semanticscholar.org/paper/c736fcee5f02a7a447314b0c8b1fa10bd9926b88

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In Experimental and Cognitive Psychology

In Safety Research

Citations in the corpus

Gender by racial/ethnic intersectionality in the patterns of Adolescents’ math motivation and their math achievement and engagement (2021, background): “Studies on math intrinsic value, utility value, attainment value, and expectancy beliefs have shown that each of these four math motivational beliefs independently predicts math achievement (Denissen et al., 2007; Else-Quest et al., 2013; Guo et al., 2015; Köller et al., 2001; Marsh et al., 2005; Se”
Why Are Some STEM Fields More Gender Balanced Than Others? (2017, unknown): “High school girls report valuing science more highly than boys across racial groups (i.e., African American, Latino, Asian American, and White; Else-Quest et al., 2013).”
Unfulfilled Potential: High-Achieving Minority Students and the High School Achievement Gap in Math (2017, background): “Several studies also find that African American and Latino students enjoy math more than their White peers (Catsambis 1994; Else-Quest et al., 2013; Riegle-Crumb et al. 2011).”
Development and Validation of the Mathematical Resilience Scale (2016, methodology): “A more recent study by Else-Quest, Mineo, and Higgins (2013) found gender differences in math self-concept, and expectations for”
Intersectionality in Quantitative Psychological Research (2016, background): “In a study of academic attitudes and achievement in adolescents, Else-Quest, Mineo, and Higgins (2013) used stratified random sampling to recruit adolescent boys and girls, similarly distributed across four ethnic groups (African American, Asian American, Latina/o, and White), from public high…”