ArticleEducational studies in mathematics2022
Social class inequalities in attitudes towards mathematics and achievement in mathematics cross generations: a quantitative Bourdieusian analysis.
Article in Educational studies in mathematics, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 4 papers.
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4 citing papers in PubMed.
- Why is teaching math to my child difficult? Experiences from mothers of children with autism spectrum.Frontiers in psychology · 2026Article
- The association between family capital and physical exercise among young and middle-aged adults: the potential mediating pathway of intergenerational transmission of education.Frontiers in public health · 2026Article
- Parents' attitudes toward mathematics and Home Numeracy Experiences Questionnaire: evidence for factor structure, reliability, construct validity and measurement invariance in a sample of preschoolers with mild intellectual disabilities.International journal of developmental disabilities · 2025Article
- Progressive muscle relaxation in pandemic times: bolstering medical student resilience through IPRMP and Gagne's model.Frontiers in psychology · 2024Article
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Abstract
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. SUPPLEMENTARY INFORMATION: The online version contains supplementary material available at 10.1007/s10649-021-10078-5.
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