The authors predict that belonging will have a particularly strong influence on interest because belonging is a fundamentally important motivator. They also examine a potentially important individual difference that may affect belonging- whether students feel that they personally fit the stereotype of a computer scientist.
Computing Whether She Belongs: Stereotypes Undermine Girls’ Interest and Sense of Belonging in Computer Science
Extends previous research regarding gender differences in the effect of peer SES on reading and math scores among 4th grade Chicago Public School students
Perceived School and Neighborhood Safety, Neighborhood Violence and Academic Achievement in Urban School Children
This study utilizes data obtained from the NIfETy Method, child self-report data related to students’ sense of safety, and standardized test scores to better understand the relationship betweenperceived community and school safety, neighborhood violence and school performance in 3rd-5th graders in a mid-Atlantic urban school system.
Can Gaps in the Quality of Early Environments and Noncognitive Skills Help Explain Persisting Black-White Achievement Gaps?
Examination of whether or not early childhood environments and cognitive development/achievement skills influence the Black-White achievement gaps.
Argues that multicultural classrooms should be equitable classrooms through heterogeneous grouping.