1) Do the rates of STEM declaration and graduation vary between high schools?
2) Do opportunities to learn science and mathematics vary depending on high schools’ racial composition? 3) What is the relationship between high school racial composition, opportunities to learn available at high schools, and students’ STEM participation in college? 4) Do these relationships vary by racial/ethnic groups?
Current Selections
ClearThe Role of High School Racial Composition and Opportunities to Learn in Students' STEM College Participation
Using an opportunity-propensity framework to estimate individual-, classroom-, and school-level predictors of middle school science achievement
When a more comprehensive set of opportunity and propensity variables are used in a SEM to predict eighth-grade science achievement, what are the relative magnitudes of the associations measured in the model, and which opportunity and propensity variables have the strongest relationships to the science achievement outcome?
In the Guise of STEM Education Reform: Opportunity Structures and Outcomes in Inclusive STEM-Focused High Schools
1) How do eight inclusive (nonselective) urban public (non-charter) high schools (two STEM-focused and two comprehensive, traditionally structured) approach and organize opportunities for STEM for low-income historically underrepresented minorities? 2) What written and enacted opportunity structures are available, over a three-year time span (2010-2013), for high-achieving (top track) students at the four STEM-focused schools? 3) How do select teachers and counselors perceive available opportunity structures? 4) How do these opportunity structures position high-achieving students for further study and a career in STEM?
Supporting Future Scientists: Predicting Minority Student Participation in the STEM Opportunity Structure in Higher Education
Researches STEM persistence by identifying the educational experiences and institutional contexts that contribute to student access and involvement in the opportunity structure. The STEM opportunity structure are extracurricular and co-curricular activities that boost performance within STEM majors.
Longitudinal Analysis of the Relations Between Opportunities to Learn About Science and the Development of Interests Related to Science
The authors hypothesize that children’s developing interest in science emerges over time through coregulation between children’s interest and the informal science opportunities parents provide. Second, they suggest that this coregulation cycle may differ for boys and girls and this may ultimately account for some of the gender differences in science interest.