1) How do curricular emphases differently affect engineering learning outcomes by gender? 2) How do instructional approaches differently affect engineering learning outcomes by gender? 3) How does participation in co-curricular experiences differently affect engineering learning outcomes by gender?
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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.
Expectancy-Value Models of the STEM Persistence Plans of Ninth-Grade, High-Ability Students: A Comparison Between Black, Hispanic, and White Students
Examine the relationships of demographic and expectancy-value variables with STEM persistence status.
The High School Environment and the Gender Gap in Science and Engineering
Extend existing explanations for gender differences in plans of pursuing STEM degrees and examine the role of the high school context.
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.
Friendship Groups, Personal Motivation, and Gender in Relation to High School Students’ STEM Career Interest
Friendship group characteristics, motivation, and gender were investigated in relation to adolescents’ science, technology, engineering, and math (STEM) career interest. First, the authors investigated the extent to which personal motivation and friendship group STEM climate predicted adolescents’ STEM career interest after controlling for gender and other background factors. They hypothesized that the effects of these variables would be domain-specific, such that the friendship group’s STEM climate and students’ sci-ence motivation would predict STEM career interest after controlling for the friendship group’s English climate and students’ English motivation. Finally, they investigated possible moderation effects.