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Math Identity Dissonance in Ninth Grade Students City University of New York (CUNY) CUNY Academic Works All Dissertations, Theses, and Capstone Projects Dissertations, Theses, and Capstone Projects 5-2015 To be or not to be a Math Person: Math Identity Dissonance in Ninth Grade Students Noah Samuel Heller Graduate Center, City University of New York How does access to this work benefit ou?y Let us know! More information about this work at: https://academicworks.cuny.edu/gc_etds/968 Discover additional works at: https://academicworks.cuny.edu This work is made publicly available by the City University of New York (CUNY). Contact: [email protected] To be or not to be a Math Person: Math Identity Dissonance in Ninth Grade Students by Noah Heller A dissertation submitted to the Graduate Faculty in Urban Education in partial fulfillment of the requirements for the degree of Doctor of Philosophy, The City University of New York 2015 ii © 2015 NOAH SAMUEL HELLER All Rights Reserved iii This manuscript has been read and accepted for the Graduate Faculty in Urban Education in satisfaction of the dissertation requirement for the degree of Doctor of Philosophy. Dr. Juan Battle _____________ _____________________________________ Date Chair of Examining Committee Dr. Anthony Picciano _____________ _____________________________________ Date Executive Officer Dr. Juan Battle Dr. Anthony Picciano Dr. Francis Gardella Supervisory Committee THE CITY UNIVERSITY OF NEW YORK iv Abstract To be or not to be a Math Person: Math Identity Dissonance in Ninth Grade Students by Noah Heller Advisor: Juan Battle What student-level variables (e.g., demographic, attitudes toward math, attitudes toward school, and prior math achievement) affect the construction of a dissonant math identity? Research shows that the number of science, technology, engineering, and math (STEM) occupations is growing twice as fast as all other industries. Further, math achievement, more than any other academic factor, determines whether students have access to STEM majors in college and thus pursue STEM careers. Concomitantly, numerous studies have shown that the ways in which students identify with mathematics have a profound impact on their immediate performance and future decisions to pursue math and math-related majors and careers. Employing the base year of the High School Longitudinal Study of 2009 (HSLS: 09), a nationally representative sample of over 21,000 ninth grade students, this dissertation explores factors that contribute to math identity dissonance (MID). Math identity dissonance is defined as the difference between a student’s personal math identity (i.e., the degree to which she sees herself as a math person) and her social math identity (i.e., the degree to which she believes others see her as a math person). While MID has not been thoroughly explored as a theoretical construct in previous research, v using it in conjunction with similar theories (e.g., academic mindsets, stereotype threat, and communities of practice) will offer a nuanced window into students’ distinct struggles identifying with mathematics. Using multivariate analyses to better understand factors that contribute to MID, this study informs education research and practice aimed at improving inclusive frameworks for all students of mathematics. vi Acknowledgments I want to extend my immense gratitude to Dr. Juan Battle for being a dedicated advisor. It has been a true pleasure to learn from him. From quantitative methods courses to writing this dissertation’s final period, he challenged me to think in different ways. His steady push throughout this research assisted me tremendously. I also want to thank Dr. Anthony Picciano and Dr. Frank Gardella for agreeing to be on my committee and for offering valuable feedback in the process. I want to acknowledge several professors at the Graduate Center of the City University of New York who taught me a great deal along the way. Dr. Kenneth Tobin’s theoretical approach to research exposed me to the vast possibilities of education scholarship. Dr. Stephen Brier’s line edits of early essays required me to work harder, not just as a thinker, but as a writer. Dr. Jeremy Greenfield provided invaluable peer feedback and friendship. Most of all, I want to remember Dr. Jean Anyon. Her teaching and scholarship had a profound influence on my education. Jean encouraged me to identify and confront conflict in my work. I am forever indebted to her legacy of social justice scholarship. I am most grateful to Dr. John Ewing and Dr. Kara Stern for supporting me, first as a math teacher, and then to continue to facilitate my professional growth working with teachers of math and science. I also want to thank Dr. Jim Simons for his work to change the landscape of math education by supporting excellence in the field. My decade of teaching mathematics laid the foundation for this dissertation. There are too many young people who pushed my understanding of school mathematics vii to thank them all by name, but I have the deepest gratitude to each of the students who challenged me daily. I also want to extend my immense gratitude to Nathan Dudley and Murray Fisher for entrusting me with the responsibility to build Harbor’s math program. They gave me the most meaningful and enriching professional experience of my life, which greatly informed this dissertation. I couldn’t have done any of this without the incredible love, support, and inspiration of family. I am eternally grateful to my parents, Lynn and Tom, who always allowed me to find my own way, while reminding me where home is; my brother Gabriel and sister Hannah, who kept my head above water, there are no words to describe the blessing that is my siblings; my niece Anya and nephew Max, with whom I look forward to spending much more time now that this dissertation is completed; my auntie Caroline who as a professor of education at the University of Illinois took me to my first education course; and Sara Murray, Anna Novak, and Eileen Ball with whom I’m lucky to share this family. My grandparents, Paul Heller, Leslie Samuels, Vera Samuels, Alice Heller, and Lizzie Kantanen are an influence I feel in every cell of my body. The memory of their survival, activism, mindfulness, social work, independence, and intellect guides me. Many dear friends have been instrumental in supporting me throughout this process. Sonjah McBain led by the example of what hard, focused work looks like. I am immensely grateful for her willingness to challenge me and her unwavering encouragement. I want to thank Galen Abbott, a lifelong friend and Math Olympiad teammate for always making mathematics a most social endeavor. I am grateful to viii Anthony Tommasini for the many musical respites over the long years of study. I want to thank Samuel Janis who helped keep research in perspective on rock climbing adventures, and Joshua Adler for being an eager student of chess. I also express my enormous gratitude to Eli Weiss, Ethan Lawton, and Amos Miller whose friendship in times of celebration is second only to their friendship in times of struggle. Finally, I want to give thanks to one very special person who more than anyone else taught me the importance of identity in learning math. Omari Rosales is a young scientist and engineer. The mathematics he confronts in school brought situated theories of learning home for me. Though still in elementary school, he inspired much of this dissertation. ix Table of Contents Abstract……………………………………………………………………………...……iv Acknowledgements …………………………………………………………………..…..vi Table of Contents……………………………………………………………………..…..ix List of Tables………………………………………………………………………..…….x Chapter 1: A Study Overview 1.1 Introduction…………………………………………...………………………........1 1.2 Background………………………………………………….…………………....12 1.3 Methodology……………………………………………………………………...22 Chapter 2: Math Identity Dissonance in Theory and Related Research 2.1 Introduction………………………………………………………….………........25 2.2 Theoretical Framework…………………………………………….……………..27 2.3 Literature Review………………………………………………….……………...45 2.4 Contributions to the field……………………………………………………........74 Chapter 3: Quantitative Methods 3.1 Introduction……………………………………………………….…………........76 3.2 Dataset…………………………………………………………….…………........77 3.3 Analytic Samples……………………………………………………………........83 3.4 Measures………………………………………………………………………….85 3.5 Analytical Strategy…………………………………………………………….….99 Chapter 4: Results 4.1 Introduction………………………………………………………...………........106 4.2 Analysis and interpretation of MIDp among all students………………..………107 4.3 Analysis and interpretation of MIDs for all students……………………………113 4.4 Analysis and interpretation of MIDp among female students……………...……119 4.5 Analysis and interpretation of MIDs among female students………………...…123 4.6 Analysis and interpretation of MIDp among male students………………..……126 4.7 Analysis and interpretation of MIDs among male students…………………..…130 4.8 Summary of Results…………………………………………………………......133 Chapter 5 Discussion of Results 5.1 Introduction……………………...………………………………………………134 5.2 Theoretical discussion……………………………………………………...……143 5.3 Summary……………………………………………………………………..….145 Chapter 6: Conclusions 6.1 Introduction……………………………………………………………………...148 6.2 Limitations…………………………………………………………………...….152 6.3 Implications………………………………………………………………….......159 6.4 Future Research………………………………………………………..………..165 References………………………………………………………………………………168 x List of Tables Table 3.1 Student Response Rates by Student Characteristic……………………………84 Table 3.2 Frequency of MID by 9th Grader………………………………………...……87 Table 3.3
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