The Attributions of Mathematical Excellence Scale (AMES) is designed to assess elementary teachers' beliefs about why students excel or struggle in mathematics. Its focus lies specifically on teachers' systems of racialized and gendered attribution beliefs.
AMES consists of four subscales, each representing distinct lay psychological theories that aid individuals in making sense of the behavior of others. These subscales describe the following four attributions of mathematical excellence: genetic (AME-G), social (AME-S), personal (AME-P), and educational (AME-E). The genetic and social subscales characterize mathematical excellence as a fixed trait, while the personal and educational subscales characterize it as malleable.
Access and Use
Jacobson, E., Cross Francis, D., Willey, C., & Wilkins-Yel, K. (2022). Race, Gender, and Teacher Equity Beliefs: Construct Validation of the Attributions of Mathematical Excellence Scale. AERA Open, 8. https://doi.org/10.1177/23328584221130999