Research into Practice: Gender and Race Equity in Primary and Middle School Mathematics Classrooms

Abstract

A number of concerns have been expressed about the mathematics performance of all students in our schools (see, e.g., McKnight et at. [1987]), but the performance of certain groups is particularly trouble-some. For example, on standardized tests of mathematics achievement, Hispanic students and black students consistently score below their white counterparts during the primary and middle school years. In addition, although female students perform at least as well as male students during the primary school years, some evidence suggests that gender differences in favor of boys begin to appear during the middle school years, particularly on problem-solving and applications task. Are female students black, and Hispanics naturally less able in mathematics? Or do families, schools, and the create of society offer experiences that create these differences? Individual differences in mathematics performance are normal, inevitable. and obviously related to natural ability; but no reason exists to believe that female students, blacks, and Hispanics, as groups, are by nature less able in mathematics. The problem is one of equity.