Publications

@techreport{Liu2009,

title = {Findings from the 2008 Administration of the College Senior Survey (CSS): National Aggregates},

author = {Amy Liu and Sylvia Ruiz and Linda DeAngelo and John H. Pryor},

url = {https://www.heri.ucla.edu/PDFs/pubs/Reports/CSS2008_FinalReport.pdf



https://www.heri.ucla.edu/PDFs/pubs/briefs/HERI_ResearchBrief_2008_css_0723.pdf},

year  = {2009},

date = {2009-06-18},

address = {3005 Moore Hall, University of California, Los Angeles},

institution = {Higher Education Research Institute, UCLA},

keywords = {},

pubstate = {published},

tppubtype = {techreport}

}

@techreport{Hurtado2009i,

title = {We do science here: Underrepresented students in different college contexts},

author = {Sylvia Hurtado and Minh Tran and Kevin Eagan and Christopher Newman and Paolo Velasco},

url = {https://www.heri.ucla.edu/nih/downloads/AIR%202009%20-%20Hurtado,%20Eagan,%20Tran,%20Newman,%20Velasco,%20Chang%20-%20We%20Do%20Science%20Here.pdf},

year  = {2009},

date = {2009-06-01},

address = {3005 Moore Hall, University of California, Los Angeles},

institution = {Higher Education Research Institute, UCLA},

abstract = {Faculty members play a key role in the identification and training of the next generation of scientific talent. In the face of the need to advance and diversify the scientific workforce, we examine whether and how specific institutional contexts shape student interactions with faculty. We conducted a mixed methods study to understand institutional  contextual differences in the experiences of aspiring scientists. Findings from a qualitative five-campus case study and a quantitative longitudinal study of students from over 117 higher education institutions were analyzed to determine how aspiring scientists interact with faculty and gain access to resources that will help them achieve their educational goals.},

keywords = {},

pubstate = {published},

tppubtype = {techreport}

}

@techreport{Hurtado2009f,

title = {Thinking and Acting Like a Scientist: Investigating the Outcomes of Introductory Science and Math Courses},

author = {Sylvia Hurtado and Kevin Eagan and Jessica Sharkness},

url = {https://www.heri.ucla.edu/nih/downloads/AIR2009-Thinking-and-acting-like-a-scientist.pdf},

year  = {2009},

date = {2009-05-30},

address = {3005 Moore Hall, University of California, Los Angeles},

institution = {Higher Education Research Institute, UCLA},

keywords = {},

pubstate = {published},

tppubtype = {techreport}

}

@techreport{Gilmartin2009,

title = {The Role of Friendship in Community College Students' Decisions to Persist, Transfer, or Withdraw},

author = {Shannon K. Gilmartin and Linda J. Sax and Linda S. Hagedorn},

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

year  = {2009},

date = {2009-05-09},

address = {Los Angeles },

institution = {Higher Education Research Institute},

abstract = {In an effort to learn more about the factors that affect persistence in the community college environment, this study was designed to explore the effect of friendship on the educational goals and decisions of community college students. Four measures of student’s friendships were tested in a series of logistic regression analyses. Findings suggest that the opinions of friends matter more to community college students’ academic choices than do friends’ proximity and shared experiences. Moreover, social integration might be more important to the persistence of married students than unmarried students. Implications for theory and practice are discussed.},

keywords = {},

pubstate = {published},

tppubtype = {techreport}

}

@techreport{Chang2009,

title = {Stereotype Threat: Undermining the Persistence of Racial Minority Freshmen in the Sciences},

author = {Mitchell Chang and Kevin Eagan and Monica H. Lin and Sylvia Hurtado},

url = {https://www.heri.ucla.edu/nih/downloads/AERA%202009%20-%20Chang,%20Eagan,%20Lin,%20Hurtado%20-%20Stereotype%20Threat.pdf},

year  = {2009},

date = {2009-04-16},

address = {3005 Moore Hall, University of California, Los Angeles},

institution = {Higher Education Research Institute, UCLA},

abstract = {This longitudinal survey study examined whether possessing the combined attributes of having experienced high frequency of negative racial interactions and having a high degree of identification with one’s domain or field of study puts underrepresented racial minority (URM) students at greater risk of changing their major by the end of the first year of college. According to the theory of stereotype threat, possessing both attributes increases URM students’ vulnerability to stereotype threat, which in turn may negatively affect their academic performance. Of particular interest was the extent to which the combination of those two attributes affected first-year URM students in biomedical and behavioral science (BBS) majors. The results show that URM freshmen who reported high levels of both negative racial experiences and  science domain identification were significantly less likely to persist in their intended major during the first year of college. The educational implications of the findings are discussed.},

keywords = {},

pubstate = {published},

tppubtype = {techreport}

}