– There were significant race by gender differences in students’ education and STEM occupational plans.
– Race and gender differences exsist in perceived cost utility and efficacy of education and occupation outcomes.
– Depending on the definition of STEM careers operationalized in the analysis, variation can be observed in the impact of gender, while the role of the expectancy-value constructs remains largely consistent across multiple definitions of STEM careers.
– While expectancy-value constructs such as utility, interest, and attainment value are significantly related to the STEM career plans of White students, fewer significant relationships between expectancy-value constructs and the STEM career plans of Black and Hispanic students were identified.
– There were significant race by gender differences in students’ education and STEM occupational plans.
– There were higher rates in student success, progress, and cumulative GPA in the group of students who received the program as an intervention than a comparison group of students, matched on previously reported measures of success, who did not receive the intervention.
– The evidence presented supports the efficacy of the UC S-STEM program in increasing student progress rate for credits earned, cumulative GPA, and success.
– Progress rates for Cohort students were lower prior to program entry than after program entry, by an average of almost three credit hours per semester. This observed difference in rate means was statistically and represented a large effect size.
The purpose of this study is to identify key college experiences that are correlated with long-term success for female technologists. Research questions include whether long-term career success is more likely for female technology graduates who, during their undergraduate studies, (1) personally interacted with professional and academic role models, (2) were able to apply their classroom learning to real world problems, and (3) actively participated in campus life.
Macrosystem Analysis of Programs and Strategies to Increase Underrepresented Populations in the Geosciences
– Key approaches identified in the literature to advance participation of underrepresented populations in the geosciences include: mentoring, peer support networks and community building, bridge programs, pedagogies, undergraduate research experiences, institutional climate and culture, specific geoscience education programs.
– In mentorship of underrepresented students, interactions of minority students with their research mentor can result in increased likelihood of graduate school pursuit and in choosing a career in scientific research.
– A faculty member’s commitment to fostering the student’s academic success results in positive mentor relationship outcomes regardless of the racial similarity between mentor and mentee.
– As it pertains to the geosciences in particular, positive student outcomes of mentoring have been demonstrated in geoscience-specific programs.
– Macrosystem perspectives of peer support networks and community building efforts play an important role in fostering student engagement and retention in STEM majors and positive student outcomes.
– Many positive student outcomes are associated with bridge programs, including increased interest in the geosciences, relationship building between student and faculty members, development of research skills, knowledge gained regarding careers in STEM and the geosciences, knowledge gained about the college application process, and increased self-efficacy.
The Intersection of School Ethnic Composition and Structure: Predicting Social and Academic Outcomes Among Latino Students
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 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?
What factors are related to undergraduate retention in Computer Science?
To determine the role HSIs play in increasing the participation and completion rates of Latino students in STEM education. Additionally, the study served to compare the experiences of Latino students in STEM at HSIs versus PWIs.
What motivates middle class parents to send their children to a racially and socioeconomically integrated urban school? What were the processes through which they came to that decision?
How did parents’ views of social class and, especially, race affect their decision-making?
– Author reports a randomized controlled trial that assigns repeated intergroup contact between members of different ethnic groups. The contact results in exclusionary attitudes toward the outgroup.
– This experiment demonstrates that even very minor demographic
change causes strong exclusionary reactions.
– Exclusionary attitudes can be stimulated by even very minor, noninvasive demographic change: in this case, the introduction of only two persons. Overtly threatening behavior by newcomers is not a necessary component for the stimulation of exclusionary attitudes.
– Developed nations and politically liberal subnational units are expected to experience a politically conservative shift as international migration brings increased intergroup contact.
Long-Term Consequences of School Segregation: The Impact of School SES, Racial Density and Racial Diversity on Future Earnings
What is the impact of school socioeconomic status (SES), school racial density, and school racial diversity on students’ future earnings?
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).
1) Are black students more likely than their white peers to bring up different issues or topics in these classes? If so, are there significant race differences in the degree to which students reference different sociological institutions, cultural symbols, and demographics categories?
2) Do students with different race backgrounds utilize different strategies or resources in these course discussions?
Examines whether the racial/ethnic diversity of a college or university is related to the rate of racially/ethnically motivated hate crimes on campus.
Schools Without Diversity: Education Management Organizations, Charter Schools, and the Demographic Stratification of the American School System
The study explores whether these EMO-operated charter schools integrate or segregate students by four key demographic characteristics: ethnic/minority classification, socioeconomic status, disabling condition and English language facility.
The authors investigate whether racially diverse high schools offer equality of educational opportunity to students from different racial and ethnic groups. This is examined by measuring the relative representation of minority students in advanced math classes at the beginning of high school and estimating whether and how this opportunity structure limits the level of achievement attained by African American and Latino students by the end of high school.
From School Desegregation to Diversity: A Close Examination of Segregation Trends and School Composition
Examine school segregation at the national, district and school level and how diverse students perceive their schools and classrooms.
The consequences of intergroup interactions in one particular real-world context by examining whether attitudes and behaviors change when people of different races are randomly assigned to live together at the start of their first year of college.
Examine the student -and institution- level effects of one key form of diversity – cross-racial interaction.
What kinds of diversity initiatives and cross-racial interactions foster learning among diverse students?
The Impact of Group Diversity on Performance and Knowledge Spillover- An Experiment in a College Classroom
Examined how group characteristics affect productivity.
Examines the legality of K-12 race-conscious student assignment policies
Does Exposure to Whites Help Blacks in the Long Run? Labor-Market Consequences of High School Racial Composition
Assess labor-market consequences of high school racial composition.
Examines students’ experiences from attending a desegregated high school.
Research on science education with English Language Learners
"We Value Diversity, butâ€¦" Academic Achievement of White, Middle Class Elementary Students in Segregated and Integrated Schools
Does academic achievement of elementary school children from white, middle class backgrounds differ depending on the racial makeup of their school?
Ideas of graduates, educators, advocates and local policy makers who were directly involved in racially mixed public high schools 25 years ago.
Measure the impact of racial diversity on the complexity of thinking in college students.
Examines how schools and students can benefit from diversity.
A history of the use and demise of the mandatory busing plan in Charlotte, specifically the political and economic consequences of busing that facilitated the city’s economic boom and enhancement of civic capacity
School segregation within the districts and counties in the state of NC.
Socioeconomic Integration as a Tool for Diversifying Schools: Promise and Practice in Two Large School Systems
Influence of socioeconomic integration on racial-ethnic diversity in San Francisco, CA and Wake County, NC schools.
Explores the relationship between students’ experiences with diverse peers in collegiate settings and their educational outcomes.
Summarizes research on school desegregation and the benefits of racial and ethnic diversity in K-12 schooling.
Increasing Diversity and Persistent Segregation: Challenges of Educating Minority and Immigrant Children in Urban America
An overview of America’s racial and ethnic composition from the 2000 Census and the implications of increasing diversity for urban public schools.
How overlooking critical areas of diversity-related campus initiatives may preserve the very system that diversity advocates seek to transform.
Explore relationship between students’ experiences with diverse peers in the college or university settings and their educational outcomes.
Why benefits of diversity are part of educational quality?
How students’ precollege experiences predisposed them to 3 democratic outcomes.