The authors investigated how STEM faculty teaching first-year engineering courses constructed teacher identities and responsibilities. Our research questions included: What discourses do faculty use to construct the meaning of student gender expression in their classroom? How do faculty discursively position themselves in relation to gender equity? What teacher identities and responsibilities do they construct through these discourses?
Undergraduate STEM Instructors’ Teacher Identities and Discourses on Student Gender Expression and Equity
Inclusive STEM high schools (ISHSs) (where STEM is science, technology, engineering, and mathematics) admit students on the basis of interest rather than competitive examination. This study examines the central assumption behind these schools – that they provide students from subgroups underrepresented in STEM with experiences that equip them academically and attitudinally to enter and stay in the STEM pipeline. Research questions: 1) To what extent do STEM interests, activities, achievement, and expectations among 12th graders attending inclusive STEM high schools differ from those of similar students attending regular comprehensive high schools? 2) To what extent do STEM interests, activities, achievement, and expectations among 12th graders from demographic groups underrepresented in STEM fields differ between those attending inclusive STEM high schools and those attending regular comprehensive high schools?
1) How do students’ math and science self-efficacies relate to students’ post-secondary education plans? Are there differences by gender? 2) Is gender or race related to students’ taking of computer science courses? In the student’s choice of a computer science career? 3) Do students with individualized education plans (IEPs) differ from general education students in their expectations to obtain a degree post high school? Of the students that have an IEP, are there differences in their expectations for post-secondary plans by socioeconomic status? 4) Does participating in extracurricular activities (EA) have an effect on a student’s plans to attend college? Does SES status affect the relationship between participation and educational plans?
1) To what extent do students attending inclusive STEM high schools experience more advanced STEM courses, engaging STEM teaching, real-world STEM experiences, and supports for succeeding in STEM courses and applying to college than do students attending other high schools? 2) To what extent do ISHS students’ STEM interests, activities, achievement, and expectations differ from those of demographically similar students attending high schools without a STEM focus? 3) How are the features promoted for inclusive STEM high schools related to student STEM outcomes?
Questioning a White Male Advantage in STEM: Examining Disparities in College Major by Gender and Race/Ethnicity
The authors investigate gender and racial/ethnic disparities in STEM fields, with an eye toward the role of academic preparation and attitudes in shaping disparities.
Explores the normative and political difficulties experienced by racially diverse schools that are implementing detracking reform.
Gender Ratios in High School Science Departments: The Effect of Percent Female Faculty on Multiple Dimensions of Students' Science Identities
1) How does the percentage of female science faculty affect high school students’ science perceptions, achievement, views, self-concept, and college major aspirations, which collectively deﬁne and reinforce their science identities? 2) Are the effects of percent female science faculty different for girls and boys?
High-Stakes Accountability and Equity: Using Evidence from California's Public Schools Accountability Act to Address the Issues in Williams v. State of California
Analyzes the relationship between the school resources identified in the Williams case -teachers, textbooks, and facilities- and the state’s main measure of school performance.