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An Exploration into the Potential Career Effects from Middle and High School Mathematics Experiences: A Mixed Methods Investigation into STEM Career Choice

– Lower levels of mathematics anxiety, higher levels of mathematics courses completed in high school, positive teacher experiences, and multiple instances of exposure to STEM fields while in middle and high school increased the likelihood that students would choose a STEM major.
– Lower levels of mathematics anxiety and being placed into higher-ability mathematics courses in middle and high school correlated with higher levels of mathematics self-efficacy.
– Higher levels of mathematics self-efficacy in middle and high school led to increased instances of pursuing a STEM career.
– Students enrolled in at least Calculus I while in high school were significantly more likely to choose a STEM major in college.
– Interviews revealed a larger percentage of STEM majors indicating positive mathematics teacher experiences than non-STEM majors.

Mind the Gap: Student Researchers Use Secondary Data to Explore Disparities in STEM Education

1) How do students’ math and science self-efficacies relate to students’ post-secondary education plans? Are there differences by gender? 2) Is gender or race related to students’ taking of computer science courses? In the student’s choice of a computer science career? 3) Do students with individualized education plans (IEPs) differ from general education students in their expectations to obtain a degree post high school? Of the students that have an IEP, are there differences in their expectations for post-secondary plans by socioeconomic status? 4) Does participating in extracurricular activities (EA) have an effect on a student’s plans to attend college? Does SES status affect the relationship between participation and educational plans?

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.

Gender Differences in STEM Undergraduates' Vocational Interests: People-thing Orientation and Goal Affordances

This study addressed why women have greater representation in some STEM fields compared to others by linking two theoretical approaches, people-thing orientation and role congruity theory, which emphasizes occupation goal affordances associated with traditionally feminine and masculine roles. Research questions: 1) How do men and women in different majors compare on PO and TO? 2) How are college students’ gender and major choices related to interest in occupations that differ in people and thing characteristics? 3) How are communal and agentic goal affordances associated with occupations that vary in their involvement with people and things? 4) How do students’ PTO and perceptions of occupation goal affordances combine to predict interest in different occupations?

Peer Effects in Urban Schools: Assessing the Impact of Classroom Composition on Student Achievement

This study evaluates the effects of classroom peers on standardized testing achievement for all third- and fourth-grade students in the Philadelphia School District over 6 school years.

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).

Live and Learn? Contradictions in Residential Patterns and School Demographics

To what degree do Atlanta-area racial and ethnic segregation patterns in public secondary schools reflect those in residential catchment areas?

Ethnic segregation and Educational Performance at Secondary School in Bradford and Leicester

The relationship between performance and various student and school characteristics in Bradford and Leicester.

Student Segregation and Achievement Tracking in Year-Round Schools

Studied multitrack year-round education (MT-YRE) schools (system that differentiates school attendance groups) in California.

Socioeconomic Status and Academic Achievement: A Meta-Analytic Review of Research

Meta-analysis and review of literature on socioeconomic status and academic achievement.

Tracking and Mixed-Ability Grouping in Secondary School Mathematics Classrooms: A Case Study

Trying to test if tracking produces systematic differences in provision of students.

Organizational Context for Student Achievement: The Case of Student Racial Compositions

Exploring the relationship between school desegregation (race, SES, and school racial compostion) and student achievement and self-concept.

Teacher-Student Interactions and Race in Integrated Classrooms

Are Black and White students treated differently by White teachers on the basis of race in integrated classrooms?

Summer Setback: Race, Poverty, School Composition, and Mathematics Achievement in the First Two Years of School

Test score changes over the summer when school is closed to estimate “home” influences.

Segregation and Rationality in Black Status Aspiration Processes

Is organizational influence (segregated vs. desegregated schooling) important for rational plans of action related to status outcomes?

Effects of Cooperative Learning Teams on Student Achievement and Race Relations: Treatment by Race Interactions

Investigation of race by treatment interactions on student achievement and race relations.