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Stratifying science: A Bourdieusian analysis of student views and experiences of school selective practices in relation to ‘Triple Science’ at KS4 in England

How do young people experience and construct their ‘choice’ (or not) of General Certificate of Secondary Education (GCSE) science route? And what are the identity and other implications (for social justice and widening participation in science) associated with participation on Double or Triple award routes for different groups of students?

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?

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.

College Student Persistence in Scientific Disciplines: Cultural and Social Capital as Contributing Factors

The research questions guiding this study were:
1. What factors and experiences of women of color influence their persistence in science majors?
2. How do sources of capital (cultural and social) contribute to persistence efforts?

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?

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.

Examining the Effects of High School Contexts on Postsecondary Enrollment

1) In what ways do student-level characteristics influence the likelihood of enrolling in a 2 or 4-year postsecondary institution versus no enrollment, controlling for differences across school-level measures of the high school context? 2) In what ways do school-level characteristics influence the likelihood of enrolling in a 2 or 4-year postsecondary institution versus no enrollment, controlling for differences in student-level characteristics? 3) Do school-level measures have an effect above and beyond their corresponding student-level measures?

School Choice in a Post-Desegregation World

Discusses evidence with respect to regulated and unregulated school choice.

Examining the Academic Success of Latino Students in Science Technology Engineering and Mathematics (STEM) Majors

1) To what extent does cultural capital and cultural congruity affect the academic performance of Latino students’ majoring in STEM fields? 2) To what extent does campus climate, as measured through academic-related experiences of Latino students in STEM majors affect their academic performance?

Head of the Class: Black/White Inequality, Cultural and Social Capital, and High School Math Achievement

Investigate the role of cultural and social capital in generating the achievement disparity between Blacks and Whites.

Connecting Pieces of the Puzzle: Gender Differences in Black Middle School Students' Achievement

Explores the sources of variation in Black adolescent students’ academic achievement during Middle School.

Non-School Problems and Urban School Desegregation: An Historical Analysis of the Implications of Desegregation for School Effectiveness in the Cleveland Municipal School District

How does school racial composition affect the effectiveness of schools?