From the Classroom to Careers: A Quantitative Analysis of High School Longitudinal Data Examining How Culturally Responsive Teaching Shapes Mathematics Achievement, STEM Aspirations, and Early STEM Workforce Entry Among Students of Color

Abstract This dissertation examines how culturally responsive teaching shapes mathematics achievement and STEM outcomes for high school students of color using data from the High School Longitudinal Study of 2009 (HSLS:09). Culturally responsive teaching, grounded in theories of cognition, sociocultural learning, and asset-based pedagogy, emphasizes instruction that validates students’ cultural identities, connects academic content to lived experiences, and fosters deeper engagement and academic confidence. Despite substantial qualitative evidence supporting culturally responsive teaching, large-scale quantitative studies remain limited. To address this gap, this study developed a composite measure of culturally responsive teaching using teacher-reported HSLS:09 indicators aligned with key dimensions of culturally responsive mathematics instruction. A series of linear and logistic regression models, along with structural equation modeling, were used to examine the relationships between culturally responsive teaching experiences and mathematics achievement, mathematics self-efficacy, perceptions of racial treatment in mathematics classrooms, STEM aspirations, and early entry into the STEM workforce. Moderation analyses further examined whether race and socioeconomic status influenced these relationships. Results indicated that culturally responsive teaching had a statistically significant positive relationship with mathematics achievement. However, culturally responsive teaching did not demonstrate reliable direct or moderated effects on STEM aspirations or early occupational outcomes, and neither race nor socioeconomic status significantly moderated these relationships. These findings suggest that factors beyond classroom instruction, including structural barriers and broader social conditions, continue to influence long-term STEM engagement. These findings contribute to national conversations on equity in mathematics and STEM education by showing that culturally responsive teaching supports mathematics achievement for high school students of color, although it may not be sufficient on its own to overcome systemic barriers within STEM pathways. The findings underscore the importance of embedding culturally responsive teaching within mathematics instruction, strengthening school-based supports, and addressing structural inequities that constrain access to advanced coursework and early STEM opportunities.