Introduction 1. Woman's Place in Man's Life Cycle 2. Images of Relationship 3. Concepts of Self and Morality 4. Crisis and Transition 5. Women's Rights and Women's Judgment 6. Visions of Maturity References Index of Study Participants General Index

In a Different Voice. Psychological Theory and Women’s Development. Cambridge, MA (Harvard University Press) 1982.

Subtractive Schooling: US-Mexican Youth and the Politics of Caring: A. Valenzuela

Table 1 Correlations between institutional mean scores of NSSE clusters of effective educational practices and institutional graduation rates (N=680 4-year colleges and universities) .

https://nces.ed.gov/npec/pdf/Kuh_Team_Report.pdf

What Matters to Student Success: A Review of the Literature

In this article, Tara Yosso, William Smith, Miguel Ceja, and Daniel Solorzano expand on their previous work by employing critical race theory to explore and understand incidents of racial microaggressions as experienced by Latina/o students at three selective universities. The authors explore three types of racial microaggressions—interpersonal microaggressions, racial jokes, and institutional microaggressions—and consider the effects of these racist affronts on Latina/o students. Challenging the applicability of Vincent Tinto's three stages of passage for college students, the authors explore the processes by which Latinas/os respond to racial microaggressions and confront hostile campus racial climates. The authors find that, through building community and developing critical navigation skills, Latina/o students claim empowerment from the margins.

Critical Race Theory, Racial Microaggressions, and Campus Racial Climate for Latina/o Undergraduates

Engineering education research (EER) has been on the fast track since 2004 with an exponential rise in the number of Ph.D.s awarded and the establishment of new programs, even entire EER departments. The National Research Council’s Discipline-Based Education Research (DBER) report (National Research Council, 2012) captures the state-of-the-art advances in our understanding of engineering and science student learning and highlights commonalities with other science-based education research programs. The DBER report is the consensus analysis of experts in undergraduate education research in physics, chemistry, biology, geosciences, astronomy, and engineering. The study committee, chaired by Susan Singer, also included higher education researchers, learning scientists, and cognitive psychologists. A central aspect of the DBER report is the focus on and application of research in the education, learning, and social-behavioral sciences to science and engineering curricula design and teaching methods. Froyd, Wankat, and Smith (2012) identified five major shifts in engineering education in the past 100 years: 1. A shift from hands-on and practical emphasis to engineering science and analytical emphasis 2. A shift to outcomes-based education and accreditation 3. A shift to emphasizing engineering design 4. A shift to applying education, learning, and social-behavioral sciences research 5. A shift to integrating information, computational, and communications technology in education

Discipline-Based Education Research: Understanding and Improving Learning in

The authors present a longitudinal study aimed at understanding the factors that affect educational outcomes for Latinos. They explore Latino students’ perceptions of the campus climate, their sense of belonging in college, their analytical skills and abilities, and their development of a pluralistic orientation necessary to function in a diverse workplace. They conclude with a discussion of implications for improving the climate of public, 4-year institutions.

Latino Educational Outcomes and the Campus Climate

Latino male students are “vanishing” from the American education pipeline, a trend that is especially evident at the secondary and postsecondary levels. The question of why Latino males are vanishing from America's colleges is complex, and this scholarly article explores some of the socio-cultural factors, peer dynamics, and labor force demands that may be conspiring to propagate this trend. The authors expound on various theoretical and empirical explanations for this persisting and troubling trend.

http://diversity.utexas.edu/projectmales/wp-content/uploads/2015/12/Journal-of-Hispanic-Higher-Education-2008-Saenz.pdf

The Vanishing Latino Male in Higher Education

Science education models for secondary and college students as well as K-12 teachers have been dominated by classroom-based approaches. Recently, research apprenticeships wherein learners worked with practicing scientists on authentic scientific research have become increasingly popular. The purpose of this critical review of the literature was to review and synthesize empirical studies that have explored learning outcomes associated with research apprenticeships for science learners. We reviewed 53 studies of scientific research apprenticeship experiences for secondary students, undergraduates and teachers, both pre-service and in-service. The review explored various learning outcomes associated with participation in research apprenticeships. These outcomes included effects of apprenticeship experiences on participant career aspirations, ideas about the nature of science (NOS), understandings of scientific content, confidence for doing science and intellectual development. The extant literature supported many of the presumed positive associations between apprenticeship experiences and desired learning outcomes, but findings related to some themes (e.g., NOS understandings) supported conflicting conclusions. Implications included importance of the length of the apprenticeship, need to explicitly place attention on desired outcomes, and engagement of participants. © 2009 Wiley Periodicals, Inc. J Res Sci Teach 47:235–256, 2010

Learning Science through Research Apprenticeships: A Critical Review of the Literature.

This study examines pre-tenure faculty members' perception of collegial relationships with colleagues. We primarily focus on the organizational socialization of female faculty and faculty of color, and faculty in different pre-tenure career stages. We found differences in satisfaction with collegial relationships between faculty by gender, race, and pre-tenure career stages.

Career Stage Differences in Pre-Tenure Track Faculty Perceptions of Professional and Personal Relationships with Colleagues

This study focuses on how students' precollege experiences predisposed them to 3 democratic outcomes: (a) ability to see the world from someone else's perspective; (b) beliefs that conflict enhances democracy; and (c) views about the importance of engaging in social action activities We analyzed data from 3 flagship universities as part of a nationally funded research project and found first-year females are more likely than males to report values and beliefs consistent with democratic outcomes Participation in race/ethnic discussions, student clubs, and volunteer work, as well as studying with students of different groups and discussing controversial issues are significant predictors in each model Results also indicate that students might be unprepared to negotiate conflict in a diverse democracy, suggesting that college engagement will play a key role in fostering the development of democratic citizenship This study also provides new measures of democratic outcomes to assess the impact of diversity and service learning initiatives

/pdf/students-precollege-preparation-for-participation-in-a-3k2gdb5erw.pdf

Luis Ponjuan

Papers

Latino Educational Outcomes and the Campus Climate

The Vanishing Latino Male in Higher Education

Learning Science through Research Apprenticeships: A Critical Review of the Literature.

Career Stage Differences in Pre-Tenure Track Faculty Perceptions of Professional and Personal Relationships with Colleagues

Students' Precollege Preparation for Participation in a Diverse Democracy.