Bridging Job Aspirations, Attitudes, and Educational Attainment in Mathematics Teaching and Learning: A Systematic Literature Review
Review Article
GS Spark: Journal of Applied Academic Discourse, Volume 3, Issue 1, June 2025, -
Publication date: Sep 04, 2025
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APA
In-text citation: (G.C. et al., 2025)
Reference: G.C., L., Dahal, P. P., & Pokhrel, M. (2025). Bridging Job Aspirations, Attitudes, and Educational Attainment in Mathematics Teaching and Learning: A Systematic Literature Review. GS Spark: Journal of Applied Academic Discourse, 3(1), -.
Reference: G.C., L., Dahal, P. P., & Pokhrel, M. (2025). Bridging Job Aspirations, Attitudes, and Educational Attainment in Mathematics Teaching and Learning: A Systematic Literature Review. GS Spark: Journal of Applied Academic Discourse, 3(1), -.
Vancouver
In-text citation: (1), (2), (3), etc.
Reference: G.C. L, Dahal PP, Pokhrel M. Bridging Job Aspirations, Attitudes, and Educational Attainment in Mathematics Teaching and Learning: A Systematic Literature Review. GS Spark: Journal of Applied Academic Discourse. 2025;3(1):.
Reference: G.C. L, Dahal PP, Pokhrel M. Bridging Job Aspirations, Attitudes, and Educational Attainment in Mathematics Teaching and Learning: A Systematic Literature Review. GS Spark: Journal of Applied Academic Discourse. 2025;3(1):.
AMA
In-text citation: (1), (2), (3), etc.
Reference: G.C. L, Dahal PP, Pokhrel M. Bridging Job Aspirations, Attitudes, and Educational Attainment in Mathematics Teaching and Learning: A Systematic Literature Review. GS Spark: Journal of Applied Academic Discourse. 2025;3(1), -.
Reference: G.C. L, Dahal PP, Pokhrel M. Bridging Job Aspirations, Attitudes, and Educational Attainment in Mathematics Teaching and Learning: A Systematic Literature Review. GS Spark: Journal of Applied Academic Discourse. 2025;3(1), -.
Chicago
In-text citation: (G.C. et al., 2025)
Reference: G.C., Laxmi, Prem Prasad Dahal, and Maheshor Pokhrel. "Bridging Job Aspirations, Attitudes, and Educational Attainment in Mathematics Teaching and Learning: A Systematic Literature Review". GS Spark: Journal of Applied Academic Discourse 2025 3 no. 1 (2025): -.
Reference: G.C., Laxmi, Prem Prasad Dahal, and Maheshor Pokhrel. "Bridging Job Aspirations, Attitudes, and Educational Attainment in Mathematics Teaching and Learning: A Systematic Literature Review". GS Spark: Journal of Applied Academic Discourse 2025 3 no. 1 (2025): -.
Harvard
In-text citation: (G.C. et al., 2025)
Reference: G.C., L., Dahal, P. P., and Pokhrel, M. (2025). Bridging Job Aspirations, Attitudes, and Educational Attainment in Mathematics Teaching and Learning: A Systematic Literature Review. GS Spark: Journal of Applied Academic Discourse, 3(1), pp. -.
Reference: G.C., L., Dahal, P. P., and Pokhrel, M. (2025). Bridging Job Aspirations, Attitudes, and Educational Attainment in Mathematics Teaching and Learning: A Systematic Literature Review. GS Spark: Journal of Applied Academic Discourse, 3(1), pp. -.
MLA
In-text citation: (G.C. et al., 2025)
Reference: G.C., Laxmi et al. "Bridging Job Aspirations, Attitudes, and Educational Attainment in Mathematics Teaching and Learning: A Systematic Literature Review". GS Spark: Journal of Applied Academic Discourse, vol. 3, no. 1, 2025, pp. -.
Reference: G.C., Laxmi et al. "Bridging Job Aspirations, Attitudes, and Educational Attainment in Mathematics Teaching and Learning: A Systematic Literature Review". GS Spark: Journal of Applied Academic Discourse, vol. 3, no. 1, 2025, pp. -.
ABSTRACT
This systematic literature review explores how job aspirations, attitudes toward education, and socio-cultural factors influence educational attainment in mathematics. Drawing on peer-reviewed studies and theoretical frameworks, including Bourdieu’s cultural capital theory, subcultural theory, and Marxist perspectives on class inequality, the review synthesizes findings to understand how social class mediates access to educational resources and shapes students’ academic outcomes in mathematics.
Using the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) framework, the study systematically analyzed 10 peer-reviewed articles published between 2000 and 2023. The findings reveal that middle-class students benefit from greater cultural capital, parental involvement, and supportive attitudes toward long-term educational goals, while working-class students face structural barriers such as material deprivation, limited exposure to academic language, and fewer opportunities for enrichment.
The review concludes with practical and policy recommendations, including the integration of career guidance into mathematics instruction, culturally responsive pedagogy, and equitable resource distribution to address systemic inequities in mathematics education
Using the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) framework, the study systematically analyzed 10 peer-reviewed articles published between 2000 and 2023. The findings reveal that middle-class students benefit from greater cultural capital, parental involvement, and supportive attitudes toward long-term educational goals, while working-class students face structural barriers such as material deprivation, limited exposure to academic language, and fewer opportunities for enrichment.
The review concludes with practical and policy recommendations, including the integration of career guidance into mathematics instruction, culturally responsive pedagogy, and equitable resource distribution to address systemic inequities in mathematics education
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This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.