Artykuły udostępnione publicznie: - Martha Cecilia BottiaWięcej informacji
Niedostępny w żadnym miejscu: 1
The importance of community colleges in students’ choice to major in STEM
MC Bottia, E Stearns, RA Mickelson, S Moller, C Jamil
The Journal of Higher Education 91 (7), 1116-1148, 2020
Upoważnienia: US National Science Foundation
Dostępne w jakimś miejscu: 15
Collective pedagogical teacher culture and mathematics achievement: Differences by race, ethnicity, and socioeconomic status
S Moller, RA Mickelson, E Stearns, N Banerjee, MC Bottia
Sociology of Education 86 (2), 174-194, 2013
Upoważnienia: US Institute of Education Sciences
Demographic characteristics of high school math and science teachers and girls’ success in STEM
E Stearns, MC Bottía, E Davalos, RA Mickelson, S Moller, L Valentino
Social Problems 63 (1), 87-110, 2016
Upoważnienia: US National Science Foundation
Boosting the numbers of STEM majors? The role of high schools with a STEM program
MC Bottia, E Stearns, RA Mickelson, S Moller
Science Education 102 (1), 85-107, 2018
Upoważnienia: US National Science Foundation
Factors associated with college STEM participation of racially minoritized students: A synthesis of research
MC Bottia, RA Mickelson, C Jamil, K Moniz, L Barry
Review of Educational Research 91 (4), 614-648, 2021
Upoważnienia: US National Science Foundation
Racism, sexism and disconnection: Contrasting experiences of Black women in STEM before and after transfer from community college
DD Allen, M Dancy, E Stearns, R Mickelson, M Bottia
International Journal of STEM Education 9 (1), 20, 2022
Upoważnienia: US National Science Foundation
Is academic engagement the panacea for achievement in mathematics across racial/ethnic groups? Assessing the role of teacher culture
S Moller, E Stearns, RA Mickelson, MC Bottia, N Banerjee
Social Forces 92 (4), 1513-1544, 2014
Upoważnienia: US Institute of Education Sciences
Do relative advantages in STEM grades explain the gender gap in selection of a STEM major in college? A multimethod answer
E Stearns, MC Bottia, J Giersch, RA Mickelson, S Moller, N Jha, M Dancy
American Educational Research Journal 57 (1), 218-257, 2020
Upoważnienia: US National Science Foundation
A metaregression analysis of the effects of school racial and ethnic composition on K–12 reading, language arts, and English outcomes
RA Mickelson, MC Bottia, S Larimore
Sociology of Race and Ethnicity 7 (3), 401-419, 2021
Upoważnienia: US National Science Foundation
Foundations of mathematics achievement: Instructional practices and diverse kindergarten students
MC Bottia, S Moller, RA Mickelson, E Stearns
the elementary school journal 115 (1), 124-150, 2014
Upoważnienia: US Institute of Education Sciences
Exposure to School and Classroom Racial Segregation in Charlotte-Mecklenburg High Schools and Students' College Achievement.
J Giersch, MC Bottia, RA Mickelson, E Stearns
Education Policy Analysis Archives 24 (32), n32, 2016
Upoważnienia: US National Science Foundation
Teacher collaboration and Latinos/as’ mathematics achievement trajectories
MC Bottia, S Moller, RA Mickelson, E Stearns, L Valentino
American Journal of Education 122 (4), 505-535, 2016
Upoważnienia: US Institute of Education Sciences
Distributive justice antecedents of race and gender disparities in first-year college performance
MC Bottia, J Giersch, RA Mickelson, E Stearns, S Moller
Social Justice Research 29, 35-72, 2016
Upoważnienia: US National Science Foundation
The Predictive Role of School Performance Indicators on Students’ College Achievement
J Giersch, MC Bottia, E Stearns, RA Mickelson, S Moller
Educational Policy 35 (7), 1085-1115, 2019
Upoważnienia: US National Science Foundation
Socioeconomic differences in North Carolina college students’ pathways into STEM
MC Bottia, C Jamil, E Stearns, RA Mickelson
Teachers college record 124 (1), 30-61, 2022
Upoważnienia: US National Science Foundation
Racially diverse educational pathways and STEM college outcomes: A quantitative analysis of students in North Carolina
MC Bottia, RA Mickelson, E Stearns
Science Education 107 (4), 964-998, 2023
Upoważnienia: US National Science Foundation
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