Publications

Search Publications (Title, Author, Keywords, Dates):

403 entries « ‹ 11 of 21 › »

201.

Eagan, Kevin; Hurtado, Sylvia; Chang, Mitchell

What Matters in STEM: Institutional Contexts That Influence STEM Bachelor's Degree Completion Rates Technical Report

Higher Education Research Institute, UCLA Los Angeles, 2010, (Paper presented at the Annual Meeting of the Association for the Study of Higher Education, Indianapolis, IN.).

Links | BibTeX

202.

Eagan, Kevin; Hurtado, Sylvia; Chang, Mitchell

What Matters in STEM: Institutional Contexts That Influence STEM Bachelor's Degree Completion Rates Presentation

26.10.2010, (Paper presented at the Annual Meeting of the Association for the Study of Higher Education, Indianapolis, IN.).

Links | BibTeX

203.

Garcia, Gina; Newman, Christopher; Gasiewski, Josephine

Multidisciplinary Preparation and Exposure to Multiple Career Pathways amongst STEM Graduate Students Presentation

26.10.2010, (Paper presented at the Annual Meeting of the Association for the Study of Higher Education, Indianapolis, IN.).

Links | BibTeX

204.

Hurtado, Sylvia; DeAngelo, Linda; Guillermo-Wann, Chelsea; Sujitparapitaya, Sutee; Kamimura, Aurora

Stayers, Swirlers, and Re-Enrollers: Understanding the Trajectories of College Students Presentation

22.10.2010, (Presented at AAC&U, OCT. 22, 2010 in HOUSTON, TX ).

Links | BibTeX

205.

Herrera, Felisha A.; Gasiewski, Josephine; Tran, Minh

Success Stories: How Social Identities Affect Students' Educational Trajectories in STEM Presentation

22.10.2010.

Links | BibTeX

206.

Hurtado, Sylvia; Cuellar, Marcela; Alvarez, Cynthia Lua

Campus climate, effective practices, and student outcomes in diverse learning environments Presentation

22.10.2010, (Presented at the AAC&U Meeting in Houston, TX.).

Links | BibTeX

207.

Hurtado, Sylvia

National STEM Data: A Broad Perspective to Reaching SACNAS' Mission Presentation

29.09.2010.

Links | BibTeX

208.

Astin, Alexander W.

Diversity and multiculturalism on the campus. How are students affected? Journal Article

In: Change: The Magazine of Higher Learning, vol. 25, no. 2, pp. 44-49, 2010.

Links | BibTeX

209.

Hurtado, Sylvia; Eagan, M. Kevin; Gasiewski, Josephine; Tran, Minh

Race to the Top: Examining Predictors of Competition among First-Year Science Students Presentation

10.06.2010, (Presented at 2010 International Conference on the First Year Experience -Maui, HI, June 10, 2010 ).

Links | BibTeX

210.

Eagan, Kevin; Sharkness, Jessica

Developing a Science Identity Presentation

03.06.2010.

Links | BibTeX

211.

Hurtado, Sylvia; Alvarez, Cynthia Lua; Guillermo-Wann, Chelsea

Diverse learning environments: A new assessment and plan of action to transform campus climate Presentation

03.06.2010, (Presented at 23rd Annual NCORE, National Harbor, Maryland).

Links | BibTeX

212.

Eagan, Kevin; Sharkness, Jessica; Hurtado, Sylvia; Chang, Mitchell; Mosqueda, Cynthia M.

Engaging Undergraduates in Science Research: Not Just about Faculty Willingness Technical Report

Higher Education Research Institute, UCLA Los Angeles, 2010, (Presented at the Association for Institutional Research Annual Forum, Chicago, Illinois – May 31, 2010).

Abstract | Links | BibTeX

213.

Eagan, Kevin; Sharkness, Jessica; Hurtado, Sylvia; Chang, Mitchell; Mosqueda, Cynthia M.

Engaging Undergraduates in Science Research: Not Just about Faculty Willingness Presentation

31.05.2010, (Presented at Association for Institutional Research Annual Forum, Chicago, Illinois – May 31, 2010 ).

Links | BibTeX

214.

Hurtado, Sylvia; Cuellar, Marcela; Guillermo-Wann, Chelsea; Velasco, Paolo

Empirically defining validation, sense of belonging, and navigational actions for students in diverse institutions: The Diverse Learning Environments survey Presentation

31.05.2010, (Presented at Association for Institutional Research, Chicago, IL. ).

Links | BibTeX

215.

Arellano, Lucy; Guillermo-Wann, C.; Hurtado, Sylvia; Colin, Luz

Mobility, Time to Degree, and Institutional Practices: Towards a New Conceptual Model of Undergraduate Retention for Underrepresented Students Presentation

03.05.2010.

Links | BibTeX

216.

Chang, Mitchell; Sharkness, Jessica; Newman, Christopher; Hurtado, Sylvia

What Matters in College for Retaining Aspiring Scientists and Engineers Technical Report

Higher Education Research Institute, UCLA Los Angeles, 2010, (Presented at the AERA Annual Meeting in Denver, CO.).

Abstract | Links | BibTeX

@techreport{Chang2010,

title = {What Matters in College for Retaining Aspiring Scientists and Engineers},

author = {Mitchell Chang and Jessica Sharkness and Christopher Newman and Sylvia Hurtado},

url = {https://www.heri.ucla.edu/nih/downloads/AERA2010-What-Matters-in-College-for-Retaining-Aspiring-Scientists-and-Engineers.pdf},

year  = {2010},

date = {2010-04-30},

address = {Los Angeles},

institution = {Higher Education Research Institute, UCLA},

abstract = {In this study, we explored data drawn from the Cooperative Institutional Research Program’s 2004 Freshman Survey (TFS) and 2008 College Senior Survey. First, we analyzed data for all students who took both the TFS and CSS (at the same institution), and who indicated on the TFS that they intended to major in a STEM field. This sample included 3,670 students at 217 different institutions. 1,522 respondents were White, 498 were Asian, 812 were Latino(a), 626 were Black/African American, and 196 were Native American. We examined the effects of racial group classification (i.e., self-identification as Native American, Latino, or Black) on STEM persistence. We found significant effects for Blacks and Latinos; both of these groups were significantly less likely to persist in STEM majors than were their White and Asian American counterparts. However, when controlling for pre-college characteristics the race effects disappeared. Next, we further restricted the above sample to include only underrepresented racial minority (URM) students (i.e., Black/African American, Latino/a or Native American). In total, 1,634 students were included in the URM subsample. We found that undergraduate research, participation in an academic club or organization, studying frequently with others, and having a high academic self-concept all increased the likelihood of URM student persistence. We also found that aspiring to the medical doctorate, working full-time, and

faculty interactions were decreased the likelihood that a URM student would persist in a STEM major.

},

note = {Presented at the AERA Annual Meeting in Denver, CO.},

keywords = {},

pubstate = {published},

tppubtype = {techreport}

}

217.

Chang, Mitchell; Sharkness, Jessica; Newman, Christopher; Hurtado, Sylvia

What Matters in College for Retaining Aspiring Scientists and Engineers Presentation

30.04.2010, (Paper presented at the Annual Meeting of the American Education Research Association, Denver, CO.).

Links | BibTeX

218.

Eagan, Kevin; Newman, Christopher

Investing in Human Capital: Underrepresented Racial Minorities' Intentions to Attend Graduate School in STEM Fields Presentation

07.04.2010, (Presented at the Annual Meeting of the American Education Research Association, Denver, CO.).

Links | BibTeX

219.

Eagan, Kevin; Newman, Christopher

Investing in Human Capital: Underrepresented Racial Minorities' Intentions to Attend Graduate School in STEM Fields Technical Report

Higher Education Research Institute, UCLA Los Angeles, 2010, (Paper presented at the Annual Meeting of the American Education Research Association, Denver, CO.).

Abstract | Links | BibTeX

@techreport{Eagan2010k,

title = {Investing in Human Capital: Underrepresented Racial Minorities' Intentions to Attend Graduate School in STEM Fields},

author = {Kevin Eagan and Christopher Newman},

url = {https://www.heri.ucla.edu/nih/downloads/AERA2010-Investing-in-human-capital.pdf},

year  = {2010},

date = {2010-04-06},

address = {Los Angeles},

institution = {Higher Education Research Institute, UCLA},

abstract = {This study draws from Paulsen’s (2001) econometric theory of investment in human capital and Carlone and Johnson’s (2007) science identity framework to examine the characteristics, college experiences, and postsecondary contexts that predict underrepresented racial minority (URM) science, technology, engineering, and mathematics (STEM) students’

intention to enroll in graduate education the semester immediately following the conferral of their bachelor’s degree. We use hierarchical generalized linear modeling to analyze a longitudinal dataset collected from survey data, and our findings reveal that URM STEM students with higher debt burdens, as measured by accumulated student loans, have significantly reduced probabilities of reporting plans for immediate graduate or professional school enrollment. In contrast, students with a stronger connection to their STEM major are more likely to want to transition immediately into graduate school. Students who attend private and Historically Black Colleges and Universities are significantly more likely to express an intention to enroll in graduate school immediately after completing their bachelor’s degree compared to their peers at public institutions or Predominantly White Institutions, respectively. We discuss ways for faculty, institutional administrators, and policymakers to facilitate stronger connections between students in their STEM majors while also assisting students in overcoming financial obstacles in their path toward graduate or professional school enrollment.},

note = {Paper presented at the Annual Meeting of the American Education Research Association, Denver, CO.},

keywords = {},

pubstate = {published},

tppubtype = {techreport}

}

220.

Franke, Ray; Ruiz, Sylvia; Sharkness, Jessica; DeAngelo, Linda; Pryor, John H.

Findings from the 2009 Administration of the College Senior Survey (CSS):National Aggregates Technical Report

Higher Education Research Institute, UCLA Los Angeles, 2010.

Links | BibTeX

403 entries « ‹ 11 of 21 › »

Sorry, no publications matched your criteria.