The Relationship Between the Sources of Mathematics Self-Efficacy and Mathematics Achievement of African American Males in Eighth Grade Algebra I

Abstract

African American males are underrepresented in Science, Technology, Engineering, and Mathematics (STEM). More African American male students need to be placed in Algebra I in eighth grade, which allows for students to take Calculus by their senior year. Taking higher-level mathematics courses in high school better prepares students for degrees in STEM. This mixed method study explored the relationship between sources of mathematics self-efficacy and mathematics achievement of 12 African American males taking eighth grade Algebra I. The quantitative results showed no statistical difference; however, the qualitative results of interviews with four students identified mastery experiences as the major source of self-efficacy in students with high and low mathematics self-efficacy. Educators should ensure that African American male students are given opportunities to participate in activities that foster mastery experiences and build trust with their teachers and peers. They should also receive feedback from their teachers on their progress and performance and have access to resources, materials, and support that will allow them to succeed.