Ethnicity, Cognitive Styles, and Math Achievement: Variability within African-American Post-Secondary Students
In this study, the relationship between ethnicity and cognitive styles was examined. Past literature (Witkin, 1978) suggested that African Americans and other ethnic groups were field-dependent learners. However, more recent studies (Dunn & Dunn, 1991; Saracho, 1999) have given mixed results regarding processing. This study included a sample of 159 prerequisite math students at a large southeastern university. The sample was administered the Gregorc Style Delineator (1982) to determine participants' cognitive style. Results revealed that no particular ethnicity demonstrated an affinity for one cognitive style. However, African Americans were more likely to have a concrete cognitive style, which is juxtaposed to previous studies. ABSTRACT FROM AUTHOR]; Copyright of Multicultural Perspectives is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Tomes, Yuma I., "Ethnicity, Cognitive Styles, and Math Achievement: Variability within African-American Post-Secondary Students" (2008). PCOM Scholarly Papers. 802.
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