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| | Are Issues of Equity in Mathematics the Same across Racial, Ethnic, Class, and Gender Boundaries? |
 | | Although, when looked at from a general perspective, it seems that obstacles to success experienced by ethnic minorities and lower SES members are the same as those experienced by women in mathematics, solutions appropriate for the former are not necessarily appropriate for the latter. |
 | | Stanic and Hart break these groups down even further, noting that none of these groups is independent and each individual is affected by membership in many varied groups (gender, ethnic, and SES), not to mention the massive effects of individual differences. |
 | | There sample size was far too small to make generalizations about any given "group," but the strong variance in their measurements of attitude, achievement, persistence and correlation between these measures showed how membership in one group does not necessarily determine how one thinks or acts. |
| www.mste.uiuc.edu /hill/papers/issues.html (728 words) |
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