Many black students, female students, and students of low socioeconomic status do not achieve up to their potential in mathematics. A model to explain group differences in performance is presented. Relationships are described among several groups of variables, including societal influences, school mathematics curricula, teacher attitudes, student attitudes and achievement-related behavior, classroom processes, and student achievement. Relevant research results are included, along with suggestions for future research to test the model.
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Reyes et al. (1988) studied this question.
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