1) Are family attitudes less likely to constrain young women’s STEM intentions and attainment in the 1990s, as compared to the 1970s? 2) Alternatively, did the effect of family attitudes become less gendered during this period, such that family attitudes constrained both women’s and men’s STEM intentions and attainment among the 1992 cohort?
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Racial Segregation and the Black/White Achievement Gap, 1992 to 2009
H1:As black/white school dissimilarity increase, the black/white achievement gap increases H2:As exposure of black students to white students increases, the black/white achievement gap decreases H3: As exposure of black students to other minority students increases, the black/white achievement gap increases or remains stable H4: As black students become increasingly isolated by themselves, the black/white achievement gap increases.
Comparing Composition Effects in Two Education Systems: The Case of the Belgian Communities
What factors explain the achievement gap between Belgiums two major linguistic communities : French and Dutch ?
Experimental Evidence on the Effect of Childhood Investments on Postsecondary Attainment and Degree Completion
Does having a small class size in K through 3rd have an impact on postsecondary outcomes?
College Student Pathways to the STEM Disciplines
1) What individual and school-level factors influence students pathways to STEM fields during college? 2) What institutional factors affect students’ likelihood of majoring in a STEM field in college, controlling for differences in student characteristics?
Supporting Future Scientists: Predicting Minority Student Participation in the STEM Opportunity Structure in Higher Education
Researches STEM persistence by identifying the educational experiences and institutional contexts that contribute to student access and involvement in the opportunity structure. The STEM opportunity structure are extracurricular and co-curricular activities that boost performance within STEM majors.
The Role of Residential Segregation in Contemporary School Segregation
What is the relationship between school and housing segregation at the metropolitan area level? Do trends in segregation differ by region of the country, specifically in the South and outside of the South?
STEM Club Participation and STEM Schooling Outcomes
This study evaluates how math club participation influences math GPA and how science club participation influences science GPA. Additionally, this study evaluates how math or science club participation associates with the probability of selecting a STEM major in college.
Do Housing Choice Voucher Holders Live Near Good Schools?
Do housing voucher holders live next to good schools?
Examining the Tracks that Cause Derailment: Institutional Contexts and Engineering Degree Attainments
1) What factors contribute to completing an engineering degree within five years? 2) What factors contribute to students switching out of the engineering program?
Science Identity Trajectories of Latecomers to Science in College
- What trends in science identity trajectories are latecomers to science able to construct during their first year in a college science program?
- How are latecomers’ identity trajectories constrained by or improvised with the cultural models and associated resources available in the figured world of a college science program?
Academic Achievement Trajectories of Adolescents from Mexican and East Asian Immigrant Families in the United States
What are the growth patterns of academic achievement of adolescent students from immigrant families?
Predictors of Latina/o Community College Student Vocational Choice of STEM Fields: Testing of the STEM-Vocational Choice Model
1) Are there statistically significant effects of exogenous factors associated with observed vocational interest on the dependent variable of vocational choice in STEM at transfer for community college students? 2) Will the exogenous and observed variables in the STEM-VC model serve as a successful predictive model for the intention to major in a STEM field at transfer for Latina/o community college students? For White students? 3) Are there significant differences between Latina/o and White student respondents in the final STEM-VC model measurement and pathway model and what are these differences between the two ethnic populations?
Predictors of Latina/o community college student vocational choice of STEM fields: Testing of the STEM-vocational choice mode
1) Are there statistically significant effects of exogenous factors associated with observed vocational interest on the dependent variable of vocational choice in STEM at transfer for community college students? 2) Will the exogenous and observed variables in the STEM-VC model serve as a successful predictive model for the intention to major in a STEM field at transfer for Latina/o community college students? For White students? 3) Are there significant differences between Latina/o and White student respondents in the final STEM-VC model measurement and pathway model and what are these differences between the two ethnic populations?
Equalizing, But Not Greatly: High School Resources and Socioeconomic Inequalities in College Destinations
This study examines if school resources have different effects for low- and high-SES students’ college destinations. This study also examines whether the effects of marks of distinction on college destinations are contingent on student SES.
Exposure to Classroom Poverty and Test Score Achievement: Contextual Effects or Selection?
How does exposure to classroom poverty affect student test achievement?
Predicting High School Students' Interest in Majoring in a STEM Field: Insight into High School Students' Postsecondary Plans
This study examined how various individual, family, and school level contextual factors impact the likelihood of planning to major in one of the science, technology, engineering, or mathematics (STEM) fields for high school students.
Social Class and the STEM Career Pipeline: An Ethnographic Investigation of Opportunity Structures in High-Poverty Versus Affluent High School
1) What are the mechanisms through which high school opportunity structures link to student choice of STEM major and college destination? 2) To what extent and in what ways do high school opportunity structures differ in schools with a large upper/middle class White population versus a comprehensive urban school (with a STEM focus) with a high population of poor and working class students of color? 3) To what extent do the mechanisms through which the high school opportunity structures link to college major choice and college destination differ in the two schools under investigation?
Choosing an Undergraduate STEM Major: Family Socioeconomic Status, Individual, and Institutional Factors
The purpose of this study wasto examine college students’ enrollment decision in STEM majors with a focus on students’ family SES. This study examinedwhether there is systematic association between students’ family SES and their enrollment in STEM majorsand if so, what the direction and magnitude of the association is. The overarching research question that guided this study was: Do the enrollment in STEM majors vary for students with different family SES background? Specifically, this study addressedthe following research questions: (1) Is students’ family SES related to their decision of whether to enroll in a STEM major in college? (2) Does the enrollment decision in STEM fields vary for students with different college investment levels? and (3) Does the enrollment decision in STEM fields vary at institutions with different scales and levels of STEM major offerings?
High School Economic Composition and College Persistence
The authors examine variation in college persistence according to the economic composition of high schools, which serves as a proxy for unmeasured high school attributes that are conductive to postsecondary success.
Does Immigration Affect whether U.S. Natives Major in Science and Engineering?
Does the amount of immigrants have an impact on the amount of U.S. natives that major in STEM?
The Effects of Single-Sex Compared With Coeducational Schooling on Mathematics and Science Achievement: Data From Korea
– Results for eighth graders indicated no differences between students in single-sex and coeducational schools in mathematics and science achievement.
– Results from the 2003 TIMSS data replicated the finding: students’ mathematics and science achievement was unrelated to the gender composition of their school.
– For both the 2007 and the 2003 data sets, students’ performance was consistently significantly predicted by factors related to socioeconomic status; students (both boys and girls) performed better on the mathematics and science exams when their fathers had more education, their families had more resources, and a lower proportion of their schoolmates came from economically disadvantaged families.
– Both boys’ and girls’ mathematics performance was predicted by the amount of time spent on homework; students do worse when they spend relatively more time on mathematics homework (or students spend more time on homework when they are performing poorly).
High School Socioeconomic Segregation and Student Attainment
1) To what degree do student attainment, academic and family background, and school factors vary in low, medium, and high SEC schools? 2) What is the total effect of socioeconomic composition (SEC) on each attainment outcome and to what degree do student factors, peer influences, and school effects mediate the SEC-attainment associations? 3) Is the effect of SEC consistent for students from different SES and ethnic backgrounds?
The Effect of High School Segregation on Cognitive and Non-Cognitive Skills in the United States
1) What is the extent of racial, socioeconomic, and linguistic segregation among U.S. high schools? 2) To what degree are student’s cognitive and non-cognitive skills due to school effects and to individual differences among students? 3) What are the relative magnitudes of the effects of socioeconomic, racial, and linguistic segregation on cognitive and non-cognitive skills compared with the effects of student socioeconomic status, ethnic background, and English language status? 4) To what degree does each of three school mechanisms (school inputs, peer influences, and school practices) mediate the effects of school segregation?
How Well Does the SAT and GPA Predict the Retention of Science, Technology, Engineering, Mathematics, and Business Students
This study examined if a higher college preparatory GPA and a higher aggregate score on the SAT helped predict the retention of science, technology, engineering, mathematics, and business students.
I Think it's Just Natural': The Spatiality of Racial Segregation at a US High School
How does race and it’s ambivalences occur through girls’ everyday and banal spatial practices at school?
Do School Districts Matter?
1) What is the influence of school districts on student achievement relative to the influence of schools, teachers, and individual differences among students? 2) Are there differences among school districts in their contribution to student achievement that are large enough to be relevant for policy? 3) Can districts be categorized based on patterns of influence on student academic achievement in ways that would inform efforts to improve district performance 4) What are the distinctive features of exceptional districts?
Gender and ethnic differences in precollege mathematics course work related to science, technology, engineering, and mathematics (STEM) pathways
How do students of different ethnicity and gender groups differ in advanced mathematics course-taking and in STEM major choice? What student and school factors can explain these differences? How does high school advanced mathematics course-taking account for disparities in STEM major choice?
Longitudinal Analysis of the Relations Between Opportunities to Learn About Science and the Development of Interests Related to Science
The authors hypothesize that children’s developing interest in science emerges over time through coregulation between children’s interest and the informal science opportunities parents provide. Second, they suggest that this coregulation cycle may differ for boys and girls and this may ultimately account for some of the gender differences in science interest.
Science Aspirations, Capital, and Family Habitus: How Families Shape Children's Engagement and Identification With Science
How and why is science a more ‘‘thinkable”
aspiration in some families and not others?
The Cost-Effectiveness of Socioeconomic School Integration
1) What is the effect of SES integration on outcomes? 2) Is SES integration a cost effective strategy for diversity? 3) Is SES integration a cost effective strategy for school improvement?
The Enduring Impact of Race: Understanding Disparities in Student Disciplinary Infractions and Achievement
To what extent do persistent race gaps in educational outcomes stem from differences in the level of advantage that students bring to school or from differences in opportunities to succeed offered by the schools they attend?
Intergroup Relations in Integrated Schools: A Glimpse Inside Interdistrict Magnet Schools
How does the extent and quality of intergroup contact experienced by students help to predict their perceptions of the academic environment in the school or their attitudes towards people from other groups (racial and ethnic).
Middle-Income Peers as Educational Resources and the Constitutional Right to Equal Access
Should middle income peers be conceived as educational resources in schools?
What's Past is Prologue: How Precollege Exposure to Racial Diversity Shapes the Impact of College Interracial Interactions
Examines the extent to which students’ precollege exposure to racial/ ethnic diversity moderates the relationships between college interracial interactions and student outcomes (such as (college satisfaction, emotional well-being, and race-related
The Academic Success of East Asian American Youth: The Role of Shadow Education
Hypothesis 1: East Asian American students will be more likely to take a commercial SAT test preparation course than any other racial/ ethnic students. Hypothesis 2: Unlike other racial/ ethnic students, high-achieving students will be more likely than low-achieving students to take a commercial SAT test preparation course among East Asian American students. Hypothesis 3: East Asian American students will benefit more from taking a commercial SAT test preparation course for SAT performance than any other racial/ ethnic students.
School Choice and Educational Inequality in South Korea
1) Does the High School Equalization Policy (HSEP) relate to the separation of low and high SES students between schools? 2) Does school’s socioeconomic composition relate to student achievement?
Bourdieu's Notion of Cultural Capital and Its Implications for the Science Curriculum
To examine the specific contributions that science education makes to a student’s cultural capital: in particular, how that capital is acquired in the science classroom (or not), and how that cultural capital will be relevant to their future cultural, academic, and professional lives.
Classroom Composition and Racial Differences in Opportunities to Learn
How much variation is there in topic coverage and use of instructional tasks among advanced mathematical courses with the same title? To what extent is there classroom level variation and conditioning on classroom level minority composition for courses of the same title?
Low-Income Engineering Students: Considering Financial Aid and Differential Tuition
1) What are the rates of participation in Engineering undergraduate programs at two public, research universities by socio-economic status? 2) What is the actual cost of pursuing a degree in Engineering at two public, research universities by socio-economic status? 3) How does financial aid (e.g., Pell Grants, state aid, institutional aid) fluctuate over time for low-income and other students in Engineering and non-Engineering fields? 4) What are the graduation rates for students in Engineering and non-Engineering majors, by socio-economic status?