Published In

Educational Policy

Document Type

Post-Print

Publication Date

2-15-2026

Subjects

Math anxiety, Disability Studies in Education

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.

Rights

 © 2026 Copyright the author(s)

Description

This is the author’s version of a work that was accepted for publication. Changes resulting from the publishing process, such as peer review, editing, corrections, structural formatting, and other quality control mechanisms may not be reflected in this document. Changes may have been made to this work since it was submitted for publication. A definitive version was subsequently published as: (2026). Adolescent Math Anxiety: Teachers’ Grouping Approach at the Intersection of Multiple Student Identities. Educational Policy.

Locate the Document

https://doi.org/10.1177/08959048251415407

DOI

10.1177/08959048251415407

Persistent Identifier

https://archives.pdx.edu/ds/psu/44516

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