Browsing by Author "Bottia, MC"
Now showing 1 - 3 of 3
- Results Per Page
- Sort Options
Item Metadata only Growing the roots of STEM majors: Female math and science high school faculty and the participation of students in STEM(Economics of Education Review, 2015-04-01) Bottia, MC; Stearns, E; Mickelson, RA; Moller, S; Valentino, L© 2015 Elsevier Ltd.The underrepresentation of women in science, technology, engineering, and mathematics (STEM) fields is problematic given the economic and social inequities it fosters and the rising global importance of STEM occupations. This paper examines the role of the demographic composition of high school faculty-specifically the proportion of female high school math and science teachers-on college students' decisions to declare and/or major in STEM fields. We analyze longitudinal data from students who spent their academic careers in North Carolina public secondary schools and attended North Carolina public universities. Our results suggest that although the proportion of female math and science teachers at a school has no impact on male students, it has a powerful effect on female students' likelihood of declaring and graduating with a STEM degree, and effects are largest for female students with the highest math skills. The estimates are robust to the inclusion of controls for students' initial ability.Item Metadata only Moving Latino/a Students Into STEM Majors in College: The Role of Teachers and Professional Communities in Secondary Schools(Journal of Hispanic Higher Education, 2015-01-01) Moller, S; Banerjee, N; Bottia, MC; Stearns, E; Mickelson, RA; Dancy, M; Wright, E; Valentino, L© The Author(s) 2014.We argue that Latino/a students are more likely to major in science, technology, engineering, and math (STEM) in college if they were educated in high schools where they studied with satisfied teachers who worked in collaborative professional communities. Quantitative results demonstrate that collaborative professional communities in high school are important for Latino/a students’ choice of major in college. Results from qualitative interviews clarify how Latino/a students’ perceptions of precollege educational environments shape their decisions to major in STEM.Item Open Access Teacher collaboration and latinos/as’ mathematics achievement trajectories(American Journal of Education, 2016-08-01) Bottia, MC; Valentino, L; Moller, S; Arlin Mickelson, R; Stearns, E© 2016 by The University of Chicago.Latino/a students’ low mathematics achievement is a pressing issue given their increasing numbers in the United States. This study explores the relationship between teacher collaboration and Latino students’ math achievement, taking into account the great diversity of Latinos/as in America. Using multilevel growth models, we analyze Early Childhood Longitudinal Survey-K data from approximately 1,900 Latino/a students and find that teacher collaboration has, on average, a nonsignificant effect on the mathematics achievement growth of all Latino/a students between kindergarten and fifth grade. However, when analyzed separately, teacher collaboration is shown to have a positive relationship with the math academic trajectories of Latino immigrant students, while having a negative association with the math trajectories of Latino/a students who do not speak English at home.