ERIC Number: ED639094
Record Type: Non-Journal
Publication Date: 2023
Pages: 188
Abstractor: As Provided
ISBN: 979-8-3803-6450-8
ISSN: N/A
EISSN: N/A
Anti-Stereotype Threat Pedagogy: A Neuroscience-Framed Approach to Closing Differential Learning Outcomes in High School Mathematics
Gilbert Manuel Ramirez
ProQuest LLC, Ed.D. Dissertation, University of California, Los Angeles
This exploratory mixed methods study addresses the self-perceptions and engagement of mathematics students susceptible to stereotype threat. It convenes a group of math educators to implement Anti-Stereotype Threat Pedagogy (ASTP)--an experimental intervention--to 75 high school students in four separate Integrated Math classes over six weeks. This study explores teachers' implementation experience and the impact of introducing such a methodology on learners' self-perception of math potential and engagement and instructors' beliefs around the teaching and learning of diverse students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]
Descriptors: Outcomes of Education, High School Students, Mathematics Teachers, Stereotypes, Intervention, Mathematics Instruction, Teaching Methods, Self Concept, Learner Engagement, Diversity, Teacher Attitudes, Culturally Relevant Education, Neurosciences, Achievement Gap
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Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A