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<p>The unequal mathematics education system in the U.S. highlights the need to examine racial and ethnic differences in mathematics subjective task values as precursors to participation in mathematics-related careers. We investigated whether and to what extent mathematics subjective task values (i.e., interest, utility, and attainment) vary across the four largest U.S. racial/ethnic groups (i.e., Asian, Black, Latine, and White) among boys and girls, separately. We also tested whether these patterns replicated across high school years and across datasets. Using two U.S. large-scale longitudinal datasets (i.e., CAMP and HSLS), results showed that adolescents of color reported higher mathematics subjective task values than White adolescents, with differences favoring Asian over White adolescents and Black over Latine adolescents. These patterns were consistent across gender, though slightly more pronounced among boys, and replicated across both datasets. The findings demonstrate racial and ethnic variability in mathematics values within gender groups, highlighting the need for intersectional approaches to understanding adolescents’ motivational experiences and identifying the barriers that prevent Black and Latine adolescents from fully leveraging their motivational strengths in mathematics learning.</p>

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Adolescents of color have greater mathematics values than White adolescents across gender: Replication evidence across high school and datasets in the U.S.

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年1月19日

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  • Hyewon Lee,
  • Nestor B. Tulagan,
  • Glona Lee-Poon,
  • Christine R. Starr,
  • Charlott Rubach,
  • Nayssan Safavian,
  • Miranda G. Goldstein,
  • Jacquelynne S. Eccles,
  • Sandra D. Simpkins

摘要

The unequal mathematics education system in the U.S. highlights the need to examine racial and ethnic differences in mathematics subjective task values as precursors to participation in mathematics-related careers. We investigated whether and to what extent mathematics subjective task values (i.e., interest, utility, and attainment) vary across the four largest U.S. racial/ethnic groups (i.e., Asian, Black, Latine, and White) among boys and girls, separately. We also tested whether these patterns replicated across high school years and across datasets. Using two U.S. large-scale longitudinal datasets (i.e., CAMP and HSLS), results showed that adolescents of color reported higher mathematics subjective task values than White adolescents, with differences favoring Asian over White adolescents and Black over Latine adolescents. These patterns were consistent across gender, though slightly more pronounced among boys, and replicated across both datasets. The findings demonstrate racial and ethnic variability in mathematics values within gender groups, highlighting the need for intersectional approaches to understanding adolescents’ motivational experiences and identifying the barriers that prevent Black and Latine adolescents from fully leveraging their motivational strengths in mathematics learning.