Publications

@techreport{Sharkness2011,

title = {Academic Achievement among STEM Aspirants: Why do Black and Latino Students Earn Lower Grades than their White and Asian Counterparts? },

author = {Jessica Sharkness and Kevin Eagan and Sylvia Hurtado and Tanya Figueroa and Mitchell Chang},

url = {https://www.heri.ucla.edu/nih/downloads/AIR%202011%20-%20Sharkness,%20Eagan,%20Hurtado,%20Figueroa,%20Chang%20-%20Academic%20Achievement%20among%20STEM%20Aspirants.pdf},

year  = {2011},

date = {2011-06-07},

address = {Los Angeles},

institution = {Higher Education Research Institute, UCLA},

note = {Association for Institutional Research},

keywords = {},

pubstate = {published},

tppubtype = {techreport}

}

@techreport{Tran2011b,

title = {STEM Graduate Students' Multiple Identities: How can I be me and be a scientist?},

author = {Minh Tran and Felisha A. Herrera and Josephine Gasiewski},

url = {file:///C:/Users/planas/Downloads/NARST%202011%20-%20Tran,%20Herrera,%20Gasiewski%20-%20STEM%20Graduate%20Students%20Multiple%20Identities.pdf},

year  = {2011},

date = {2011-06-07},

address = {Los Angeles},

institution = {Higher Education Research Institute, UCLA},

note = {Presented at National Association of Research on Science Teaching.  },

keywords = {},

pubstate = {published},

tppubtype = {techreport}

}

@techreport{Eagan2011,

title = {Becoming STEM Protégés: Factors Predicting the Access and Development of Meaningful Faculty-Student Relationships},

author = {Kevin Eagan and Felisha A. Herrera and Juan C. Garibay and Sylvia Hurtado and Mitchell Chang},

url = {https://www.heri.ucla.edu/nih/downloads/AIR2011-Becoming-STEM-Proteges.pdf},

year  = {2011},

date = {2011-05-24},

address = {Los Angeles},

institution = {Higherq},

abstract = {Faculty interaction is an essential component in the undergraduate experience that can impact student outcomes and promote matriculation into STEM graduate programs and into STEM research careers. We explore data from a national sample of 2,311 undergraduate students who started and persisted in STEM majors to understand how they access these critical relationships with faculty during college. This study draws from frameworks of mentorship (Johnson & Ridley, 2004; Mullen, 2005; Nora & Crisp, 2007; Ragins, 1999) and academic socialization processes (Becher, 1989; Stanton-Salazar, 2010) to examine the structures of opportunity within institutions and the characteristics and behaviors of students that facilitate or

discourage STEM students’ development of supportive mentoring relationships with faculty. Findings suggest that the extent of undergraduates’ success in developing faculty support networks is influenced by differentiation in pre-college characteristics and behaviors; however, pre-college variables, such as SAT scores, matter more in determining the types of experiences students have in college that eventually connect them with faculty mentors. Predictors of being mentored by faculty in college include measures of college experiences, such as presenting research, joining academic clubs, meeting with counselors about career plans, measures of institutional climate, including feelings of isolation and perceptions of faculty, and structural characteristics of institutions, such as institutional control and selectivity. Our findings have

implications for elucidating the role of faculty and students in developing meaningful relationships that can promote college and post-college outcomes for STEM students.},

note = {Paper presented at the Annual Forum of the Association for Institutional Research, Toronto, ON, Canada.},

keywords = {},

pubstate = {published},

tppubtype = {techreport}

}

@techreport{Gasiewski2011d,

title = {The Pathway to Loneliness: When Institutional Support Really Matters for STEM Graduate Students. Association for Institutional Research},

author = {Josephine Gasiewski and Felisha A. Herrera and Cynthia M. Mosqueda and Sylvia Hurtado and Mitchell Chang},

url = {https://www.heri.ucla.edu/nih/downloads/AIR%202011%20-%20Gasiewski,%20Herrera,%20Mosqueda,%20Hurtado,%20Chang%20-%20The%20Pathway%20to%20Loneliness.pdf},

year  = {2011},

date = {2011-05-22},

address = {Los Angeles},

institution = {Higher Education Research Institute, UCLA},

note = {Presented at Association for Institutional Research Annual Forum

May, 2011},

keywords = {},

pubstate = {published},

tppubtype = {techreport}

}

@techreport{Gasiewski2011b,

title = {From Gatekeeping to Engagement: A Multicontextual, Mixed Method Study of Student Academic Engagement in Introductory STEM Courses. Association for Institutional Research},

author = {Josephine Gasiewski and Kevin Eagan and Gina Garcia and Sylvia Hurtado and Mitchell Chang},

url = {https://www.heri.ucla.edu/nih/downloads/AIR%202011%20-%20Gasiewski,%20Eagan,%20Garcia,%20Hurtado,%20Chang%20-%20From%20Gatekeeping%20to%20Engagement.pdf},

year  = {2011},

date = {2011-05-18},

address = {Los Angeles},

institution = {Higher Education Research Institute, UCLA},

abstract = {Introductory courses in the sciences have been criticized for their lack of engaging pedagogy and their encouragement of passive learning techniques. Critics have cited these features as primary reasons why students decide to leave the sciences shortly after enrolling in college, as students report feeling un-engaged in learning and confused about course content. Using a sequential, explanatory mixed methods approach, this study provides an in-depth look at the relationship between student learning strategies, faculty pedagogical techniques, and student engagement in introductory science, technology, engineering, and mathematics (STEM) courses. Quantitative survey data are drawn from 2,873 students within 73 introductory STEM courses across 15 colleges and universities while qualitative data were collected from 41 student focus groups at eight institutions. Findings indicate that freshmen and pre-med students report higher levels of engagement. Additionally, students who feel comfortable asking questions in class, seek out tutoring, attend supplemental instruction sessions, and collaborate with other students in the course are also more likely to be engaged. At the course-level, student engagement is increased when faculty signal an openness to student questions and recognize their role in helping students to succeed. Findings from this study point to ways that instructors of introductory STEM courses can adjust their pedagogical techniques and improve their classroom climates to encourage greater levels of engagement from students. },

note = {Presented at Association for Institutional Research Annual Forum, May 2011},

keywords = {},

pubstate = {published},

tppubtype = {techreport}

}

@techreport{Hurtado2011e,

title = {Thinking About Race: The Salience of Racial and Ethnic Identity in College and the Climate for Diversity },

author = {Sylvia Hurtado and Adriana Ruiz Alvarado and Chelsea Guillermo-Wann},

url = {https://www.heri.ucla.edu/ford/downloads/Thinking_About_Race_05222011SH.pdf},

year  = {2011},

date = {2011-05-12},

address = {Los Angeles},

institution = {Higher Education Research Institute, UCLA},

abstract = {While racial identity salience in college is important to identity development, cognition, and achievement, more research is needed to understand it in contemporary and diverse college contexts. Using a combination of identity development models as its framework and the Diverse Learning Environment (DLE) survey piloted at 14 two-year and four-year institutions, this study identifies the pre-college and institutional factors that contribute to a heightened salience of racial and ethnic identity, and the relationship of this salience to students’ pre-college socialization, general college experiences, and experiences with the campus climate for diversity. After controlling for pre-college socialization and racial differences, results show that race identity was more salient among students that experience discrimination/bias, but also among students who had in-depth conversations outside of class on issues of racial/ethnic diversity, took courses as part of an inclusive curriculum, and participated in co-curricular diversity initiatives. },

keywords = {},

pubstate = {published},

tppubtype = {techreport}

}

@techreport{HERI2011,

title = {College Students with "Hidden" Disabilities},

author = {HERI},

url = {https://www.heri.ucla.edu/PDFs/pubs/briefs/HERI_ResearchBrief_Disabilities_2011_April_25v2.pdf},

year  = {2011},

date = {2011-04-25},

address = {Los Angeles},

institution = {Higher Education Research Institute, UCLA},

abstract = {The 2010 freshman norms are based on the responses of 201,818 first-time, full-time, first-year students at 279 of the nation’s baccalaureate colleges and universities. The data have been statistically adjusted to reflect the responses of the 1.5 million first-time, full-time students entering four-year college and universities as first-year students in 2010. This brief expands on the Students

with ADHD and other “Hidden” Disabilities section originally published in the “American Freshman: National Norms Fall 2010.”},

keywords = {},

pubstate = {published},

tppubtype = {techreport}

}

@techreport{Herrera2011c,

title = {Maintaining Initial Interests: Developing Science, Technology, Engineering, and Mathematics (STEM) Career Aspirations Among Underrepresented Racial Minority Students. American Educational Research Association},

author = {Felisha A. Herrera and Sylvia Hurtado},

url = {https://www.heri.ucla.edu/nih/downloads/AERA%202011%20-%20Herrera%20and%20Hurtado%20-%20Maintaining%20Initial%20Interests.pdf},

year  = {2011},

date = {2011-04-09},

address = {Los Angeles},

institution = {Higher Education Research Institute, UCLA},

note = {Presented at American Education Research Association Annual Meeting, April 9, 2011 – New Orleans, LA

},

keywords = {},

pubstate = {published},

tppubtype = {techreport}

}

@techreport{Eagan2011c,

title = {Crashing the Gate: Identifying Alternative Measures of Student Learning in Introductory Science, Technology, Engineering, and Mathematics Courses},

author = {M. Kevin Eagan and Felisha A. Herrera and Jessica Sharkness and Sylvia Hurtado and Mitchell Chang},

url = {https://www.heri.ucla.edu/nih/downloads/AERA2011-Crashing-the-Gate.pdf},

year  = {2011},

date = {2011-03-18},

address = {Los Angeles},

institution = {Higher Education Research Institute, UCLA},

note = {Paper presented at the Annual Meeting of the American Educational Research Association, New Orleans, LA.},

keywords = {},

pubstate = {published},

tppubtype = {techreport}

}

@techreport{Garcia2011c,

title = {Predicting Latina/o STEM Persistence at HSIs and non-HSIs. American Educational Research Association},

author = {Gina Garcia and Sylvia Hurtado},

url = {https://www.heri.ucla.edu/nih/downloads/AERA%202011%20-%20Garcia%20and%20Hurtado%20-%20Predicting%20Latino%20STEM%20Persistence.pdf},

year  = {2011},

date = {2011-03-18},

address = {Los Angeles},

institution = {Higher Education Research Institute, UCLA},

note = {Paper presented at the Annual Meeting of the American Educational Research Association, New Orleans, LA.},

keywords = {},

pubstate = {published},

tppubtype = {techreport}

}

@techreport{HERI2011b,

title = {Findings from the 2010 Administration of the Your First College Year (YFCY): National Aggregates},

author = {HERI},

url = {https://www.heri.ucla.edu/PDFs/pubs/briefs/HERI_ResearchBrief_yfcy2010.pdf},

year  = {2011},

date = {2011-01-15},

address = {Los Angeles},

institution = {Higher Education Research Institute, UCLA},

keywords = {},

pubstate = {published},

tppubtype = {techreport}

}