Go Figure: Exploring Equity in Students’ Postsecondary Math Pathway Choices

Abstract

This exploratory study examines the early implementation of policies within California community colleges and the California State University that allow students to play a primary role in placing themselves into math courses. The findings suggest that students often triangulate information to decide which courses to take and with which instructors. Counseling is more effective if a student has selected a major or area of interest given that math pathways are aligned with students’ fields of study. The elimination of placement testing removes the specific risks associated with tests, but first-generation students or students with lower math confidence may not make optimal choices using self-placement mechanisms, suggesting a need for better communication about options. Colleges’ efforts to expand structured, proactive supports as well as instructional strategies such as corequisites and support courses to ensure students’ math success are recognized and appreciated by students. Not surprisingly, students tend to prefer faculty who are known as supportive, and a safe and empowering classroom environment that builds students’ math confidence and mastery is critical.