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
1) What is the relationship between demographic variables and validation scores for community college STEM students? 2) What is the relationship between demographic variables and academic success and persistence for community college STEM students? 3) What is the influence of validation scores on academic success and persistence based on continued enrollment for community college STEM students?
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?
Explores teachers’ attitudes and perceptions about tracking in three NY State public schools.
Examines the benefits and tradeoffs for African American professional educators and students that resulted from Brown.
Racial Segregation in Georgia Public Schools 1994-2001: Trends, Causes and Impact on Teacher Quality
Racial Segregation in GA Public Schools.
Linking Diversity and Educational Purpose: How the Diversity of the Faculty and Student Body May Impact the Classroom Environment and Student Development
Examines the consequences of having a diverse student body and diverse faculty on student outcomes at predominantly white, four year institutions.
Alternative Uses of Ability Grouping in Secondary Schools: Can We Bring High-Quality Instruction to Low-Ability Classes?
Explores possible instances of high-quality instruction in low-ability classes.
Faculty Desegregation Influence on Student Achievement.