Abstract: In this conceptual replication, we examined differences in adolescents’ math competence-related beliefs across broader racial/ethnic groups (African-American, Asian-American, European-American, and Latiné-American) and assessed whether these patterns were replicated among male and female students across four US datasets. The datasets included 32,170 adolescents in 9th to 12th grade (51% male, 12% African-Americans, 10% Asian-Americans, 45% European-Americans, 33% Latiné-Americans). We applied meta-analytic techniques by calculating both dataset-specific and overall effect sizes to examine the robustness and heterogeneity of racial/ethnic differences within gender groups. On average, African-American students reported higher math competence-related beliefs after controlling for parent education, income, and students’ achievement. In total, 60% of the observed racial/ethnic differences for the full sample of each dataset did not replicate among either gender. Moreover, greater variation across racial/ethnic groups emerged among female than male students. These two patterns highlight the importance of applying an intersectional lens when understanding adolescents’ math competence-related beliefs.
Rubach et al. (Thu,) studied this question.