This week we would like to highlight the work of Dr. Ismael Fajardo, who is a Postdoctoral Research Associate in the College of Education at the University of Washington, Seattle.
Dr. Fajardo’s study focused on examining Latino high school males psychological and social experiences and its impact on their mathematical achievement. The quantitative study referenced in this brief examined 1) What are the direct effects of psychological, social, and cultural factors on eleventh grade math achievement for Latino students? 2) Do these experiences vary across gender?
Given the importance of mathematics as a precursor for various academic successes for high school students, it is imperative that attention be given to all factors indicative of impacting mathematical success. The findings from this study brings attention to the ways Latino males’ academic achievement can be improved using a psycho-socio-cultural approach. There is a need to develop Latino males math identity, math self-efficacy, and provide them with a supportive college going network early in the STEM pipeline. In addition, educators need to find ways to integrate Latino males culture in the classroom and other spaces. Facilitating Latino male math achievement can influence a rigorous math course-taking pathway, high school graduation, college acceptance, and a career choice in STEM.
For Dr. Fajardo’s full research brief click here.
For the rest of our brief series click here.