Given math-related fields are still highly racialized and gendered (NCSES, 2021), this study assessed: 1) whether there were racial differences in adolescents’ perceived math cost alongside expectancies and values and 2) the extent to which perceived math cost alongside expectancies and values explained yearly changes in achievement differences by race and gender. This study assessed 2,338 Black (39.4 %) and White (60.6 %) adolescents, roughly half girls (47.8 %), in the 6th to 12th grades (M = 14.71 years old, SD = 1.93, 61.7 % qualifying for free or reduced priced lunch). The results indicated that Black adolescents perceived higher costs to learning math than their White peers but value math in similar ways. Perceived math cost was the only motivational belief to explain achievement differences between Black and White girls but not boys after adjusting for socioeconomic status and grade level. In contrast, perceptions of ability beliefs explained achievement differences between Black boys and girls. These findings point to the importance of employing intersectional approaches to understand the relationship between math motivation and achievement.

鉴于数学相关领域仍然高度种族化和性别化（NCSES，2021 ），这项研究评估了：1）青少年感知的数学成本以及期望和价值观是否存在种族差异，2）感知的数学成本与期望的程度价值观解释了种族和性别成就差异的年度变化。这项研究评估了 6 至 12 年级的 2,338 名黑人 (39.4%) 和白人 (60.6%) 青少年，其中大约一半是女孩 (47.8%)（M = 14.71 岁，SD = 1.93，61.7% 符合免费或降价资格午餐）。结果表明，黑人青少年认为学习数学的成本比白人同龄人更高，但对数学的重视程度相似。在调整社会经济地位和年级水平后，感知数学成本是解释黑人和白人女孩之间成就差异的唯一动机信念，但不是男孩。相比之下，对能力信念的看法解释了黑人男孩和女孩之间的成就差异。这些发现指出了采用交叉方法来理解数学动机和成绩之间关系的重要性。