Faculty Publications

Adolescent Math Anxiety: Teachers’ Grouping Approach at the Intersection of Multiple Student Identities

Document Type

Article

Keywords

ability grouping, disability, gender, math education, race, socioemotional outcomes

Journal/Book/Conference Title

Educational Policy

Abstract

Math anxiety represents a substantial barrier to many students’ math learning. In this paper, we apply interdisciplinary perspectives to data on over 13,200 ninth graders and their math teachers from the High School Longitudinal Study. Results suggest that being perceived as dis/abled relates to heightened math anxiety regardless of adolescents’ gender, or race and ethnicity. Our intersectional approach reveals that adolescents’ expressions of math anxiety do not always correspond with gender, racial, and ethnic stereotypes, with Black girls, Black boys, and Latine boys expressing relatively low levels of math anxiety. Finally, consistent with the principles of inclusion and universal design, placing students into groups of mixed ability is the only teacher approach to grouping that does not relate to high levels of math anxiety for any subgroup of students. With intersectionality and interdisciplinariness the pillars of Disability Studies in Education, this study contributes to critical research approaches and policy considerations.

Department

Department of Literacy, Early Childhood, and Special Education

Original Publication Date

2-15-2026

DOI of published version

10.1177/08959048251415407

Link to Full Text

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