Abstract
This study examined the influences of teacher support and school environment on 10th graders’ mathematics achievements, controlling for socioeconomic status, gender, and mathematics self-efficacy, and the differential influences of these factors for White and Black students in the USA. A sample of 8,682 White and 2,020 Black students who participated in the Educational Longitudinal Study were selected for the study. The results showed that Black students lagged behind their White peers on mathematics achievement, had lower socioeconomic status, and perceived the school environment as more negative. Hierarchical Linear Modeling analysis showed that the achievement gap between Black and White students was lower when students perceived a higher level of negative behavior in school.
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