Multi-Component Youth Instruction Program Effects on Mathematical Identity

This study examines how participation in a peer-facilitated math enrichment program affects middle school students' mathematical identity development. Mathematical identity refers to students' self-perception as "math people" - their sense of belonging in mathematics, belief that math is for them, and view of mathematics as connected to their lives and future. The same after-school program described in the companion achievement study ("Peer-Facilitated Math Enrichment") is examined here through a mathematical identity lens. The program deliberately integrates identity-building components: peer teaching (near-age role models), SEL activities (reducing stereotype threat), connections to students' lives and communities, historical context (diverse mathematicians), and exposure to advanced concepts (expanding vision of mathematics). Study Design: Qualitative and quantitative mixed-methods within treatment group (n≈20). Primary data collection through pre-post Mathematical Identity surveys, interviews with students and families, teacher observations, and reflective journals from student facilitators. Primary Research Question: How does participation in the peer-facilitated program affect students' mathematical identity, and what program components are most salient for identity development? Data Sources: Mathematical Identity survey (pre-post) Semi-structured interviews with 8-10 students Parent/family interviews (n=5-8) High school/college facilitator reflection journals Teacher surveys about student engagement Program artifacts (student work, session observations) Analysis: Thematic analysis of qualitative data identifying identity development patterns and key program mechanisms. Paired pre-post analysis of identity survey. Integration of qualitative themes with quantitative outcomes from companion achievement study. Purpose: This identity-focused study complements the achievement evaluation by examining HOW and WHY the program affects students. Findings will inform program refinement to maximize identity-building components and understand mechanisms of change.