Enhanced Math Efficacy and Performance of Minority Students through Student Class Preparation and Teacher Support

Abstract

This research investigates how minority students demonstrate their math self-efficacy and performance, shaped by factors such as class preparation and math teacher support. Leveraging a comprehensive US national dataset, this study aims to provide broadly applicable insights and suggestions for students from diverse racial and linguistic backgrounds. The findings underscore the substantial influence of high school students’ class preparation on teacher support, math self-efficacy, and math performance. Notably, teacher support exhibits a positive impact solely on math self-efficacy but does not extend to their math performance. Upon examination of various demographic groups, this research identifies noteworthy disparities in the effects experienced by different racial and linguistic groups. This study’s results carry practical implications for educators and practitioners, shedding light on strategies to enhance various minority students’ math self-efficacy and outcomes.