Young, Black, and Anxious: Describing the Black Student Mathematics Anxiety Research Using Confidence Intervals

Authors

DOI:

https://doi.org/10.21423/jume-v9i1a275

Keywords:

African American students, Black students, confidence intervals, mathematics anxiety

Abstract

In this article, the authors provide a single group summary using the Mathematics Anxiety Rating Scale (MARS) to characterize and delineate the measurement of mathematics anxiety (MA) reported among Black students. Two research questions are explored: (a) What are the characteristics of studies administering the MARS and its derivatives to representative populations of Black students? (b) What is the 95% CI for the reported MA of Black students in the MARS literature? A literature search yielded 21 studies after inclusion criteria were applied. Analyses suggest that Black participants and their scores are not well represented in the current MA research using the most popular instrument the MARS. Based on available mean point estimate data, the reported MA of Black students can best be described as consistent across measurements, and population parameter estimates are between 200 and 220 on the MARS scale. Moreover, although substantial research in the area of MA exists, much work is needed to fully comprehend the nuances of Black MA and its influence on achievement in mathematics.

Metrics

Metrics Loading ...

Author Biographies

Jamaal Rashad Young

Jamaal Young, Ph.D., focuses his attention on preparing pre-service teachers to meet the needs of all their students. His particular research interest is the uses of education technologies to develop teacher's knowledge of mathematics. Other emphases in his work are culturally responsive STEM education and mathematics achievement of children of color. His doctorate from Texas A&M University is in Curriculum and Instruction with an emphasis in mathematics education. He joined the UNT faculty as an assistant professor in 2011. Jamaal's research interests include: (a) Technology integration and utilization in mathematics classrooms, (b) Technological Pedagogical Content Knowledge (TPCK) for mathematics teachers, and (c) Culturally Relevant Pedagogy for STEM education.

Jemimah Lea Young, University of North Texas

emimah Young, PhD is an Assistant Professor in the Department of Teacher Education and Administration. She actively engages in the preparation of pre-service teachers to meet the needs of all their students. Particular research interests include the investigation of alternative cultures and multicultural education. Her specialization includes culturally responsive teaching, achievement of children of color, urban learning environments, educational technology, as well as the sociology of education.

Downloads

Published

2016-07-14

How to Cite

Young, J. R., & Young, J. L. (2016). Young, Black, and Anxious: Describing the Black Student Mathematics Anxiety Research Using Confidence Intervals. Journal of Urban Mathematics Education, 9(1). https://doi.org/10.21423/jume-v9i1a275

Issue

Section

RESEARCH ARTICLES

Most read articles by the same author(s)