Publications

@techreport{Eagan2010i,

title = {Engaging Undergraduates in Science Research: Not Just about Faculty Willingness},

author = {Kevin Eagan and Jessica Sharkness and Sylvia Hurtado and Mitchell Chang and Cynthia M. Mosqueda},

url = {https://www.heri.ucla.edu/nih/downloads/AIR%202010%20-%20Eagan,%20Sharkness,%20Hurtado,%20Mosqueda,%20Chang%20-%20%20Faculty%20Engaging%20Undergrads%20in%20Research.pdf},

year  = {2010},

date = {2010-05-31},

address = {Los Angeles},

institution = {Higher Education Research Institute, UCLA},

abstract = {Participation in undergraduate research opportunities provides students with important co-curricular experiences that help them to clarify career goals and apply classroom knowledge to real-world problems. On campuses where structured undergraduate research programs do not exist, faculty must themselves create these opportunities for students, yet few investigations have considered the factors that affect faculty’s decision to involve undergraduates in research. Using hierarchical generalized linear modeling to analyze data from a national survey of faculty, this multi-campus study examines the individual experiences and institutional contexts that predict faculty’s engagement of undergraduates in research.},

note = {Presented at the Association for Institutional Research Annual Forum, Chicago, Illinois – May 31, 2010},

keywords = {},

pubstate = {published},

tppubtype = {techreport}

}

@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}

}

@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}

}

@techreport{Franke2010,

title = {Findings from the 2009 Administration of the College Senior Survey (CSS):National Aggregates},

author = {Ray Franke and Sylvia Ruiz and Jessica Sharkness and Linda DeAngelo and John H. Pryor},

url = {https://www.heri.ucla.edu/PDFs/pubs/Reports/2009_CSS_Report.pdf



https://www.heri.ucla.edu/PDFs/pubs/briefs/HERI_ResearchBrief_CSS_2009v3.pdf},

year  = {2010},

date = {2010-02-05},

address = {Los Angeles},

institution = {Higher Education Research Institute, UCLA},

keywords = {},

pubstate = {published},

tppubtype = {techreport}

}

@techreport{Sharkness2010b,

title = {CIRP Construct Technical Report },

author = {Jessica Sharkness and Linda DeAngelo and John H. Pryor},

url = {https://www.heri.ucla.edu/PDFs/constructs/technicalreport.pdf},

year  = {2010},

date = {2010-01-21},

keywords = {},

pubstate = {published},

tppubtype = {techreport}

}

@techreport{HERI2010,

title = {Degrees of Success Bachelor's Degree Completion Rates among Initial STEM Majors},

author = {HERI},

url = {https://www.heri.ucla.edu/nih/downloads/2010%20-%20Hurtado,%20Eagan,%20Chang%20-%20Degrees%20of%20Success.pdf},

year  = {2010},

date = {2010-01-21},

address = {Los Angeles},

institution = {Higher Education Research Institute, UCLA},

keywords = {},

pubstate = {published},

tppubtype = {techreport}

}

@techreport{Ruiz2010,

title = {Findings from the 2009 Administration of the Your First College Year (YFCY): National Aggregates},

author = {Sylvia Ruiz and Jessica Sharkness and Kimberly Kelly and Linda DeAngelo and John H. Pryor},

url = {https://www.heri.ucla.edu/PDFs/pubs/Reports/YFCY2009Final_January.pdf



https://www.heri.ucla.edu/PDFs/pubs/briefs/HERI_ResearchBrief_OL_2009_YFCY_02_04.pdf},

year  = {2010},

date = {2010-01-20},

address = {Los Angeles},

institution = {Higher Education Research Institute, UCLA},

keywords = {},

pubstate = {published},

tppubtype = {techreport}

}

@techreport{Board2010,

title = {Science and Engineering Indicators 2010},

author = {National Science Board},

url = {https://www.heri.ucla.edu/PDFs/NSB.pdf},

year  = {2010},

date = {2010-01-15},

number = {(NSB 10-01)},

address = {Arlington, VA},

keywords = {},

pubstate = {published},

tppubtype = {techreport}

}