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The Intersection of School Ethnic Composition and Structure: Predicting Social and Academic Outcomes Among Latino Students

  • Research Question 1: How is school ethnic composition, as measured by the proportion of same-ethnicity peers in a school and school ethnic diversity, related to social and academic outcomes among Latino students?

  • Research Question 2: Does the relation between school ethnic composition and social and academic outcomes among Latino students depend on other characteristics of the school context?

  • Research Question 3: Does the relation between school ethnic composition and social and academic outcomes among Latino students depend on the characteristics of students?

A Case Study of Long-Term Engagement and Identity-in-Practice: Insights Into the STEM Pathways of Four Underrepresented Youths

1) In what ways did youths’ figured worlds, positionality, and authoring of self come through at the time they applied to the program? 2) What kinds of figured worlds of science, positionality, and authoring of selves emerged and were supported by COSMOS (a Math and Science Upward Bound program)? 3) What kinds of educational and identity pathways in science are evident from the four youths’ navigations in and through Cosmos, and college?

Do Foreigners Crowd Natives out of STEM Degrees and Occupations? Evidence from the U.S. Immigration Act of 1990

Examine the effects of the U.S. Immigration Act of 1990 on STEM (science,
technology, engineering, and mathematics) degree completion and labor market outcomes
for native-born Americans.

Do They Stay or Do They Go? The Switching Decisions of Individuals Who Enter Gender Atypical College Majors

The authors explore whether women who enter fields that are male-dominated are more likely to switch fields than their female peers who have chosen other fields, as well as whether men who enter female-dominated majors are more likely to subsequently switch fields than their male peers who have chosen a more normative field.

Middle-Class Mothers on Urban School Selection in Gentrifying Areas

1.) What schooling options do mothers in gentrifying areas consider in the school-selection process?

2.) What forms of communication do they utilize to exchange information regarding school options?

Teacher Characteristics, Student Beliefs and the Gender Gap in STEM Fields

To examine the impact of teachers’ gender, beliefs and behaviors on students’ beliefs about boys’ and girls’ abilities in math and science.

Understanding the Changing Dynamics of the Gender Gap in Undergraduate Engineering Majors: 1971-2011

This paper examines the level and determinants of students’ plans to major in engineering when entering college. (1) How has the gender gap in incoming college students’ intent to major in engineering changed over the past 4 decades? (2) What are the determinants of women’s and men’s decision to major in engineering versus all other fields? To what extent have these determinants and/or their salience changed over time for women and men? (3) To what extent is the gender gap in the selection of engineering due to (a) gender differences in attributes, versus (b) gender differences in the salience of these attributes? How has this changed over time?

Effects of role model exposure on STEM and non-STEM student engagement

This study address recruitment and retention issues by uniquely challenging two STEM
stereotypes (i.e., STEM is for the innately gifted and STEM is for European American males) known to undermine STEM investment for students of diverse backgrounds and through the presentation of a diverse set of role model narratives in a large sample of STEM and non-STEM students.

Gender and Choosing a STEM Major in College: Femininity, Masculinity, Chilly Climate, and Occupational Values

This research seeks to address these issues and advance our understanding of gender inequalities in STEM careers by measuring masculine and feminine personality characteristics using the Bem sex-role inventory (BSRI)- a well-studied inventory of masculine and feminine personality traits- and using these measures to predict selection of a STEM major in college among a sample of students aged 19 and older at a major public university. In addition to testing the association between masculinity, femininity, and choosing a STEM major independent of gender identification, the authors also explore the possibility that the association between masculine and feminine personality characteristics and choosing a STEM major differs for males and females.

STEM as "Minority": A Phenomenological Case Study of How Students of Color Perceive Their Experience in a STEM Living-Learning Program

To gain understanding of the experiences of students of color in a STEM living-learning program.

Deconstructing the Transfer Student Capital: Intersect between Cultural and Social Capital among Female Transfer Students in STEM Fields

This study explored the experiences of female transfer students majoring in STEM areas at a midwestern university by highlighting the role of Transfer Student Capital in their academic and social adjustment. The authors further deconstructed the notion of Transfer Student Capital by looking at how cultural and social capital intersect through the early background influences as well as the pre- and post-transfer experience of female community college transfer students in STEM disciplines. Research questions include (1) How do students describe the early influences regarding people, places, and experiences that influenced their early interests in STEM majors? and (2) How do female transfer students describe their academic pre- and post-transfer process and experiences?

School Substance Use Norms and Racial Composition Moderate Parental and Peer Influences on Adolescent Substance Use

Examine the effects of school substance use norms and school racial composition in predicting adolescent substance use and in moderating parental and peer influences on adolescent substance use.

Understanding the Relationship Between Parental Education and STEM Course Taking Through Identity-Based and Expectancy-Value Theories of Motivation

This study investigates the relationships between expectancy-value and identity-based motivational variables by examining how these motivational variables predict STEM preparation (i.e., course taking) in high school and college.

How Schools Structure Opportunity: The Role of Curriculum and Placement in Math Attainment

  1. Is school math curriculum related to students’ course attainment net of placement into a particular course?
  2. Can less academically prepared students reach higher attainment than their more academically prepared peers by being placed into higher-level algebra 1 courses?

In the Guise of STEM Education Reform: Opportunity Structures and Outcomes in Inclusive STEM-Focused High Schools

1) How do eight inclusive (nonselective) urban public (non-charter) high schools (two STEM-focused and two comprehensive, traditionally structured) approach and organize opportunities for STEM for low-income historically underrepresented minorities? 2) What written and enacted opportunity structures are available, over a three-year time span (2010-2013), for high-achieving (top track) students at the four STEM-focused schools? 3) How do select teachers and counselors perceive available opportunity structures? 4) How do these opportunity structures position high-achieving students for further study and a career in STEM?

Examining STEM Bachelor's Degree Completion for Students with Differing Propensities at College Entry

1) What aspects of students’ demographic, socioeconomic, and academic backgrounds influence selecting a STEM major during the first year of college? 2) To what extent do students’ first year propensities toward a STEM education moderate the influence that first year financial aid and declaring a STEM major, as well as academic performance and integration in the academic and social environments have on STEM degree completion?

STEMulating Interest: A Meta-Analysis of the Effects of Out-of-School Time on Student STEM Interest

1) How effective is out-of-school time (OST) as a means to foster student interest in STEM? 2) How does the effectiveness of OST differ by program and study characteristics?

Examining the Self-Efficacy of Community College STEM Majors: Factors Related to Four-Year Degree Attainment

This study examines what experiences can improve the self-efficacy of community college students as it relates to research and whether this has an impact on their long-term career plans to pursue a STEM career.

Considering the Interest-Convergence Dilemma in STEM Education

Focuses on what barriers still exist in diversity programs that are focused on STEM.

School Composition and the Black-White Achievement Gap

What is the average gap at different ranges of Black student density, with and without accounting for student and school characteristics?

The Relationships Among High School STEM Learning Experiences and Students' Intent to Declare and Declaration of a STEM Major in College

Investigates how learning experiences of inspiration/reinforcement/preparation toward STEM that students have during high school can help explain the stark differences in STEM involvement by gender and ethnicity.

Growing the Roots of STEM Majors: Female Math and Science High School Faculty and the Participation of Students in STEM

What is the role of the demographics of high school faculty, more specifically the proportion of female math and science teachers, on college students’ decisions to declare and/or major in STEM?

School Vouchers and Student Neighborhoods: Evidence from the Milwaukee Parental Choice Program

1) Do voucher schools disproportionately draw students from better public schools and city neighborhoods, or do they draw students most in need of alternative options? 2) Are public schools attended by students in neighborhoods contributing large numbers of students to the voucher program more or less effective than those attended by students in neighborhoods with fewer voucher students? 3) Are voucher students located in city neighborhoods that directly contribute more or less to student outcomes? 4) What are the school and neighborhood contexts of students returning to the public sector?

Who Aspires to a Science Career? A Comparison of Survey Responses from Primary and Secondary School Students

1) Who holds science aspirations? 2) What factors seem to be connected to aspirations? 3) Are these patterns similar or different at different time points (in primary and secondary school)?

Narrowing Pathways? Exploring the Spatial Dynamics of Postsecondary STEM Preparation in Philadelphia, Pennsylvania

What geographical factors are associated with the postsecondary STEM preparation of students from underrepresented groups in the School District of Philadelphia from middle to high school?

Black STEM Students and the Opportunity Structure

What pre-college characteristics, college experiences, and college environments significantly influence Black students’ participation within the STEM opportunity structure, compared to their White counterparts?

The concentration of Asian Americans in STEM and health-care occupations: an intergenerational comparison

This article examines the concentration of Asian Americans in the STEM and health-care fields of study and occupations by generation, ethnic group and gender, compared to white Americans.

The Effect of Summer on Value-added Assessments of Teacher and School Performance

  1. To what extent are value added assessments (VAA) estimates of teacher and school performance affected by summer learning differences?
  2. Can any summer effect be ameliorated without biannual assessments (i.e., fall and spring) using control covariates that are typically available to school districts, such as student demographics and contextual characteristics of classrooms and schools?
  3. To what degree does including summer in VAA estimates result in biases against teachers and schools serving low income and ethnic minority children?

Gender Differences in Conceptualizations of STEM Career Interest: Complementary Perspectives from Data Mining, Multivariate Data Analysis and Multidimensional Scaling

To extract new information about differences in male versus female conceptual frameworks of STEM career interest in middle school.

School Choice, Racial Segregation, and Poverty Concentration: Evidence from Pennsylvania Charter School Transfers

1)To what extent are students and schools affected by movement between charter schools and traditional public schools (TPS)? 2) Are student transfers from TPS to brick and mortar (B&M) charter schools associated with increasing racial isolation? How does this vary by geography? 3) Are student transfers from TPSs to charter schools associated with increasing exposure to low-income students? 3) How does this vary by geography? 4) What are the demographic characteristics of the TPSs from which cyber students transfer?

Impacts of Intersection Between Social Capital and Finances on Community College Students' Pursuit of STEM Degrees

1) How can the constructs of social/cultural capital and financial constraints be measured? 2) How do the intersection of social capital and financial constraints impact community college students’ pursuit of STEM degrees through transfer? 3) Identify the factors related to social and cultural capital, finances, and external factors that pull students away from their studies.

An Investigation of the Linkage Between Technology-Based Activities and STEM Major Selection in 4-Year Postsecondary Institutions in the United States: Multilevel Structural Equation Modelling

1) To what extent do technology-based activities affect students’ selections of STEM majors in 4-year postsecondary institutions at the student level, taking into account math performance, gender, racial/ethnic background, and socioeconomic status (SES)? 2) To what extent do technology-based activities and technology-based school environment affect students ‘selections of STEM majors in 4-year postsecondary institutions at the school level, taking into account math performance, gender, racial/ethnic background, and SES?

Determining the Effects of Computer Science Education at the Secondary Level on STEM Major Choices in Postsecondary Institutions in the United States

1) To what extent does taking more units in computer science courses predict students’ STEM major choices in 4-year post-secondary institutions, controlling for credits earned in math and science, ACT math scores, gender, social economic status (SES), and racial background? 2) To what extent does taking more units in computer science courses predict students’ STEM major choices in 2-year post-secondary institutions, controlling for credits earned in math and science, ACT math scores, gender, SES, and racial background? 3) To what extent does taking more units in computer science courses lead to a significant difference in students’ major choices between4-year and 2-year post-secondary institutions, controlling for credits earned in math and science, ACT math scores, gender, SES, and racial background?

The Role of School Performance in Narrowing Gender Gaps in the Formation of STEM Aspirations: A Cross-National Study

To determine whether the school context is related to the gender gap in STEM aspirations cross-culturally.

The “Post-Racial” Politics of Race: Changing Student Assignment Policy in Three School Districts

Does having residents from multiple jurisdictions make it more difficult for districts to maintain support for student assignment policies, particularly given population differences between city and suburban residents? Does a district’s ability to maintain political support for integration differ by whether the goals and means were race-conscious or race-neutral?

Can Class-Based Substitute for Race-Based Student Assignment Plans? Evidence from Wake County, North Carolina.

1. Were Wake County schools more racially integrated under the race-based or the socioeconomic-based pupil assignment plan? 2. Was overall student achievement higher under the race-based or socioeconomic-based plan? 3. Did achievement gaps increase or decrease under the race-based or socioeconomic-based plan? 4. Was school racial composition correlated with changes in performance under the race-based or socioeconomic assignment plan?

The Cumulative Disadvantages of First- and Second-Generation Segregation for Middle School Achievement

1) What was the extent of first- and second-generation segregation in CMS middle schools as of 1997? 2) What student- and school-level factors predicted middle school track placements and achievement in reading and mathematics? 3) Do segregated minority schools and disproportionate minority lower track levels contribute to students’ achievement exclusive of other factors? 4.Do first- and second-generation segregation operate to sequentially and cumulatively disadvantage those who experience it?

Moving Latino/a Students into STEM Majors in College: The Role of Teachers and Professional Communities in Secondary Schools

This research focuses on the predictors of STEM majors in college, focusing specifically on Latino/a students. Also, it examines the effectiveness of collaborative teaching communities in secondary schools. Lastly, this research focuses on teacher satisfaction and teaching practices on student outcomes.

Using Multiple Measures to Make Math Placement Decisions: Implications for Access and Success in Community Colleges

Whether boosted students are equally likely to succeed when compared with other students in the higher-level course despite having lower raw placement test scores.

Perceived Mathematical Ability under Challenge: A Longitudinal Perspective on Sex Segregation among STEM Degree Fields

1) To what degree do domain-specific and domain-general perceptions of ability under challenge differ by gender? 2) What is the relationship between perceived ability under challenge in mathematics and advanced high school science course enrollment? 3) To what extent does perceived ability under challenge in mathematics predict staying in a STEM field as intended before entering postsecondary education? How is this relationship moderated by gender? 4) What is the relationship between perceived ability under challenge in mathematics and selection of mathematics-intensive science majors (physics, engineering, mathematics, and computer science(PEMC), and how is that relationship moderated by gender?

Ethnic Variation in Gender-STEM Stereotypes and STEM Participation: An Intersectional Approach

The authors examine ethnic variation in gender-
STEM stereotypes and STEM participation among African American and European American college students.

College Admissions Viewbooks and the Grammar of Gender, Race, and STEM

This study aims to critically examine representations of gender, race, and STEM in college admissions viewbooks.

Classroom-Based Inequalities and Achievement Gaps in the First Grade: The Role of Classroom Context and Access to Qualified and Effective Teachers

    1) What are the magnitudes of URM (underrepresented minorities) achievement gaps in reading and math at the beginning of first grade, and to what degree do they change during first grade?

    2) Do student inputs vary across classrooms and schools? What are the magnitudes of school based achievement gaps that develop in the first grade? Do URM have equitable access to classrooms with contextual characteristics conducive to learning? Highly qualified teachers and effective teachers?

    3) And if not what degree does each contribute to the achievement gaps that accumulate during the first grade?

High School Socioeconomic Composition and College Choice: Multilevel Mediation Via Organizational Habitus, School, Practices, Peer and Staff Attitudes

1) Is high school socioeconomic composition (SEC) predictive of students’ college choice?

2) Does SEC have a direct effect on college choice and indirect effects mediated by college choice organizational habitus (CCOH) related school practices and peer, family, and staff attitudes?

3) To what degree do direct and indirect effects of SEC depend on student and school input characteristics?

Kindergarten Black-White Test Score Gaps: Re-examining the Roles of Socioeconomic Status and School Quality with New Data

1. What are the Black-White gaps in math, reading, and working memory?

2. Do these gaps change over kindergarten?

3. To what extent does SES explain black-white gaps at kindergarten entry?

4. What role does SES play in the development of black-white gaps over kindergarten?

5. What role do schools play in the development of black-white gaps over kindergarten?

Supplemental Instruction: The Effect of Demographic and Academic Preparation Variables on Community College Student Academic Achievement in STEM-Related Fields

This study evaluated the influence of input and environment variables associated with participation in supplemental instruction (SI) on student achievement outcomes at a community college. In particular, the study evaluated the relationships between student demographics and academic preparation, faculty and SI member demographics, levels of participation in SI, and academic achievement.