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?
The Intersection of School Ethnic Composition and Structure: Predicting Social and Academic Outcomes Among Latino 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.
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?
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.
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?
Focuses on what barriers still exist in diversity programs that are focused on STEM.
What is the average gap at different ranges of Black student density, with and without accounting for student and school characteristics?
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?
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?
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.
- To what extent are value added assessments (VAA) estimates of teacher and school performance affected by summer learning differences?
- 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?
- 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?
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 â€œPost-Racialâ€ 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?
The authors examine ethnic variation in gender-
STEM stereotypes and STEM participation among African American and European American college students.
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.