The importance of adolescents' sense of belonging to mathematics for algebra learning

• Published in: Learning and individual differences Vol. 87; p. 101993
• Main Authors: Barbieri, Christina Areizaga, Miller-Cotto, Dana
• Format: Journal Article
• Language: English
• Published: Elsevier Inc 01.04.2021
• Subjects: Algebra learning; Equity; Mathematics; Sense of belonging; Underrepresented minority students; Algebra learning; Equity; Mathematics; Sense of belonging; Underrepresented minority students
• ISSN: 1041-6080; 1873-3425
• DOI: 10.1016/j.lindif.2021.101993

The current study examined the predictive utility of sense of belonging to math relative to a range of other beliefs previously established as important for achievement (i.e., self-concept, interest, importance, and entity view). A racially and ethnically diverse sample of U.S. public middle-school students (N = 206) completed surveys and an algebra assessment before and after a classroom unit. Of the motivation and belief measures taken, sense of belonging to mathematics was the only significant predictor of learning. Underrepresented racial and ethnic minority students (URM) reported a markedly lower sense of belonging than non-URM students which partially explained their lower posttest scores, even when accounting for socioeconomic status. URM students did not differ from non-URM students on any other motivation or belief measures. We provide the necessary foundational knowledge of one understudied but potentially malleable factor for consideration in improving URM students' experience and opportunities in mathematics. •Sense of belonging to mathematics is a significant predictor of algebra learning.•Self-concept, entity view, interest, and importance were not significant factors.•Underrepresented minority students (URM) had lower sense of belonging than non-URMs.•URMs did not differ from non-URMs on other belief measures or prior knowledge.•URMs' lower belonging partially explained learning differences, accounting for SES.