Quaye Jeffery, Pomeroy David
Aspirations Academies Trust, London, England UK.
University of Canterbury, Christchurch, New Zealand.
Educ Stud Math. 2022;109(1):155-175. doi: 10.1007/s10649-021-10078-5. Epub 2021 Jun 29.
Drawing on Bourdieu's theory of social and cultural reproduction, this article utilizes the conceptual tools of habitus and cultural capital to examine intergenerational inequalities in attitudes towards mathematics and mathematics learning in three secondary schools in England. Data from 1079 students aged 14-16 included mathematics achievement, survey measures of attitudes towards mathematics, perceived parental attitudes towards mathematics, newly developed scales for cultural capital and habitus, and social class. There was a very strong relationship between student's attitudes towards mathematics and students' perceptions of their parents' attitudes towards mathematics. Middle-class students reported more positive attitudes towards mathematics, more positive perceived parental attitudes towards mathematics, and had higher mathematics achievement than working-class students. Cultural capital had a significant positive effect on students' attitudes towards mathematics but a minor effect on their achievement in mathematics. However, cultural capital's effect on students' attitudes and achievement in mathematics faded when habitus was included in the model. We suggest that habitus may play a more central role than cultural capital in the reproduction of mathematics inequalities. School quality had a modest but significant impact on mathematics outcomes in this study, so we argue that challenges to mathematics inequalities will require changes both within and outside of mathematics classrooms.
The online version contains supplementary material available at 10.1007/s10649-021-10078-5.
本文借鉴布迪厄的社会和文化再生产理论，运用惯习和文化资本的概念工具，考察了英国三所中学在数学态度和数学学习方面的代际不平等。来自1079名14至16岁学生的数据包括数学成绩、对数学态度的调查测量、父母对数学的态度认知、新开发的文化资本和惯习量表以及社会阶层。学生对数学的态度与他们对父母数学态度的认知之间存在非常强的关系。与工人阶级学生相比，中产阶级学生对数学的态度更积极，对父母数学态度的认知更积极，数学成绩也更高。文化资本对学生的数学态度有显著的积极影响，但对他们的数学成绩影响较小。然而，当模型中纳入惯习时，文化资本对学生数学态度和成绩的影响就减弱了。我们认为，在数学不平等的再生产中，惯习可能比文化资本发挥更核心的作用。在本研究中，学校质量对数学成绩有适度但显著的影响，因此我们认为，应对数学不平等的挑战需要在数学课堂内外都做出改变。
在线版本包含可在10.1007/s10649-021-10078-5获取的补充材料。
