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Showing 1 to 11 of 11 entries
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The academic self-concept of African American and Latina (o) men and women in STEM majors

STEM and underrepresented

Espinosa LL.
GSID: inNlqSNNcHkJ
LL Espinosa - Journal of Women and Minorities in Science and …, 2008 - dl.begellhouse.com

… As educators responding to this call for equity, we must be concerned with retaining underrepresented students in STEM majors and thus pay close attention to those experiences that …

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Espinosa, L. L. (2008). The academic self-concept of African American and Latina (o) men and women in STEM majors. Journal of Women and Minorities in Science and Engineering, 14(2).
Espinosa, Lorelle L. "The academic self-concept of African American and Latina (o) men and women in STEM majors." Journal of Women and Minorities in Science and Engineering 14.2 (2008).
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Predicting transition and adjustment to college: Biomedical and behavioral science aspirants' and minority students' first year of college

Science and underrepresented

Espinosa LL, Sáenz VB.
GSID: moMZ1vTOKNAJ
S Hurtado, JC Han, VB Sáenz, LL Espinosa… - Research in Higher …, 2007 - Springer

… transition of aspiring underrepresented minority students in the biomedical and behavioral sciences, in comparison with White, Asian students and non-science minority students. We …

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Hurtado, S., Han, J. C., Sáenz, V. B., Espinosa, L. L., Cabrera, N. L., & Cerna, O. S. (2007). Predicting transition and adjustment to college: Biomedical and behavioral science aspirants’ and minority students’ first year of college. Research in Higher Education, 48(7), 841-887.
Hurtado, Sylvia, et al. "Predicting transition and adjustment to college: Biomedical and behavioral science aspirants’ and minority students’ first year of college." Research in Higher Education 48.7 (2007): 841-887.
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Improving MSI Pathways to STEM Graduate Education Through Grantmaking: Lessons for the Field

Stem education interventions

Espinosa LL, Hallmark T.
GSID: znDWo0OHCdgJ
LL Espinosa, T Hallmark, KS Baxter - Change: The Magazine of …, 2022 - Taylor & Francis

In Short One of the most promising ways to widen pathways to STEM graduate education is within reach: creating and strengthening partnerships between minority-serving institutions and the nation's master's and doctoral STEM programs. The most effective partnerships are those...

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Espinosa, L. L., Hallmark, T., & Baxter, K. S. (2022). Improving MSI Pathways to STEM Graduate Education Through Grantmaking: Lessons for the Field. Change: The Magazine of Higher Learning, 54(4), 31-37.
Espinosa, Lorelle L., Tyler Hallmark, and Kaylan S. Baxter. "Improving MSI Pathways to STEM Graduate Education Through Grantmaking: Lessons for the Field." Change: The Magazine of Higher Learning 54.4 (2022): 31-37.
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Women of color in STEM fields

STEM and women

Espinosa LL.
GSID: Apg9Fp0AKg4J
LL Espinosa - Diverse Issues in Higher Education, 2011 - search.proquest.com

… play in conferring STEM degrees. •Second, faculty support and involvement is not only … be instrumental in keeping more women and women of color on a STEM career path. University …

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Espinosa, L. L. (2011). Women of color in STEM fields. Diverse Issues in Higher Education, 28(16), 9.
Espinosa, Lorelle L. "Women of color in STEM fields." Diverse Issues in Higher Education 28.16 (2011): 9.
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Five Things Student Affairs Professionals Can Do to Support Diverse Students in STEM. NASPA Research and Policy Institute Issue Brief

STEM and "broadening participation"

Espinosa LL.
GSID: YqVhhPE__iAJ
LL Espinosa, CJ Nellum - NASPA-Student Affairs Administrators in Higher …, 2015 - ERIC

… ) points both to the great presence of STEM professionals and their work in our everyday … enough STEM-capable students to keep up with demand both in traditional STEM occupations …

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Espinosa, L. L., & Nellum, C. J. (2015). Five Things Student Affairs Professionals Can Do to Support Diverse Students in STEM. NASPA Research and Policy Institute Issue Brief. NASPA-Student Affairs Administrators in Higher Education.
Espinosa, Lorelle L., and Christopher J. Nellum. "Five Things Student Affairs Professionals Can Do to Support Diverse Students in STEM. NASPA Research and Policy Institute Issue Brief." NASPA-Student Affairs Administrators in Higher Education (2015).
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Diversifying Science: Underrepresented Student Experiences in Structured Research Programs.

Research in higher education

Hurtado S, Cabrera NL, Lin MH, Arellano L, Espinosa LL.
PMID: 23503690
Res High Educ. 2009 Mar;50(2):189-214. doi: 10.1007/s11162-008-9114-7.

Targeting four institutions with structured science research programs for undergraduates, this study focuses on how underrepresented students experience science. Several key themes emerged from focus group discussions: learning to become research scientists, experiences with the culture of science, and...

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Hurtado S, Cabrera NL, Lin MH, et al. Diversifying Science: Underrepresented Student Experiences in Structured Research Programs. Res High Educ. 2009;50(2):189-214doi: 10.1007/s11162-008-9114-7.
Hurtado, S., Cabrera, N. L., Lin, M. H., Arellano, L., & Espinosa, L. L. (2009). Diversifying Science: Underrepresented Student Experiences in Structured Research Programs. Research in higher education, 50(2), 189-214. https://doi.org/10.1007/s11162-008-9114-7
Hurtado, Sylvia, et al. "Diversifying Science: Underrepresented Student Experiences in Structured Research Programs." Research in higher education vol. 50,2 (2009): 189-214. doi: https://doi.org/10.1007/s11162-008-9114-7
Hurtado S, Cabrera NL, Lin MH, Arellano L, Espinosa LL. Diversifying Science: Underrepresented Student Experiences in Structured Research Programs. Res High Educ. 2009 Mar;50(2):189-214. doi: 10.1007/s11162-008-9114-7. PMID: 23503690; PMCID: PMC3596157.
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Diversifying science: Underrepresented student experiences in structured research programs.

Research in Higher Education

Hurtado S., Cabrera N.L., Lin M.H., Arellano L., Espinosa L.L..
UIID-AC: 70
2009;50:189-214. doi: 10.1007/s11162-008-9114-7.

Targeting four institutions with structured science research programs for undergraduates, this study focuses on how underrepresented students experience science. Several key themes emerged from focus group discussions: learning to become research scientists, experiences with the culture of science, and...

Cite
Hurtado S., Cabrera N.L., Lin M.H., et al. Diversifying science: Underrepresented student experiences in structured research programs. 2009;50:189-214doi: 10.1007/s11162-008-9114-7.
Hurtado S., Cabrera N.L., Lin M.H., Arellano L., & Espinosa L.L. (2009). Diversifying science: Underrepresented student experiences in structured research programs. Research in Higher Education, 50189-214. https://doi.org/10.1007/s11162-008-9114-7
Hurtado S., et al. "Diversifying science: Underrepresented student experiences in structured research programs." Research in Higher Education vol. 50 (2009): 189-214. doi: https://doi.org/10.1007/s11162-008-9114-7
Hurtado S., Cabrera N.L., Lin M.H., Arellano L., Espinosa L.L.. Diversifying science: Underrepresented student experiences in structured research programs. 2009;50:189-214. doi: 10.1007/s11162-008-9114-7. UIID-AC: 70.
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Inside the Double Bind: A Synthesis of Empirical Research on Undergraduate and Graduate Women of Color in Science, Technology, Engineering, and Mathematics.

Espinosa LL, Ong M, Wright C, Orfield G.
UIID-AD: 841
2011;81:172-208.

In this article, Maria Ong, Carol Wright, Lorelle Espinosa, and Gary Orfield review nearly forty years of scholarship on the postsecondary educational experiences of women of color in science, technology, engineering, and mathematics (STEM). Their synthesis of 116 works...

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Espinosa LL, Ong M, Wright C, et al. Inside the Double Bind: A Synthesis of Empirical Research on Undergraduate and Graduate Women of Color in Science, Technology, Engineering, and Mathematics. 2011;81:172-208
Espinosa, L. L., Ong, M., Wright, C., & Orfield, G. (2011). Inside the Double Bind: A Synthesis of Empirical Research on Undergraduate and Graduate Women of Color in Science, Technology, Engineering, and Mathematics. 81172-208.
Espinosa, L L, et al. "Inside the Double Bind: A Synthesis of Empirical Research on Undergraduate and Graduate Women of Color in Science, Technology, Engineering, and Mathematics." vol. 81 (2011): 172-208.
Espinosa LL, Ong M, Wright C, Orfield G. Inside the Double Bind: A Synthesis of Empirical Research on Undergraduate and Graduate Women of Color in Science, Technology, Engineering, and Mathematics. 2011;81:172-208. UIID-AD: 841.
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Predicting transition and adjustment to college: Biomedical and behavioral science aspirants' and minority students' first year of college.

Research in Higher Education

Hurtado S., Cabrera N.L., Espinosa L.L., Han J.C., Sáenz V.B., Cerna O.S..
UIID-AC: 81
2007;48:841-887. doi: 10.1007/s11162-007-9051-x.

The purpose of this study is to explore key factors that impact the college transition of aspiring underrepresented minority students in the biomedical and behavioral sciences, in comparison with White, Asian students and non-science minority students. We examined successful...

Cite
Hurtado S., Cabrera N.L., Espinosa L.L., et al. Predicting transition and adjustment to college: Biomedical and behavioral science aspirants' and minority students' first year of college. 2007;48:841-887doi: 10.1007/s11162-007-9051-x.
Hurtado S., Cabrera N.L., Espinosa L.L., Han J.C., Sáenz V.B., & Cerna O.S. (2007). Predicting transition and adjustment to college: Biomedical and behavioral science aspirants' and minority students' first year of college. Research in Higher Education, 48841-887. https://doi.org/10.1007/s11162-007-9051-x
Hurtado S., et al. "Predicting transition and adjustment to college: Biomedical and behavioral science aspirants' and minority students' first year of college." Research in Higher Education vol. 48 (2007): 841-887. doi: https://doi.org/10.1007/s11162-007-9051-x
Hurtado S., Cabrera N.L., Espinosa L.L., Han J.C., Sáenz V.B., Cerna O.S.. Predicting transition and adjustment to college: Biomedical and behavioral science aspirants' and minority students' first year of college. 2007;48:841-887. doi: 10.1007/s11162-007-9051-x. UIID-AC: 81.
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Diversifying Science: Underrepresented Student Experiences in Structured Research Programs.

Lin MH, Hurtado S, Cabrera NL, Arellano L, Espinosa LL.
UIID-AD: 480
2009;50:189-214. doi: 10.1007/s11162-008-9114-7.

Targeting four institutions with structured science research programs for undergraduates, this study focuses on how underrepresented students experience science. Several key themes emerged from focus group discussions: learning to become research scientists, experiences with the culture of science, and...

Cite
Lin MH, Hurtado S, Cabrera NL, et al. Diversifying Science: Underrepresented Student Experiences in Structured Research Programs. 2009;50:189-214doi: 10.1007/s11162-008-9114-7.
Lin, M. H., Hurtado, S., Cabrera, N. L., Arellano, L., & Espinosa, L. L. (2009). Diversifying Science: Underrepresented Student Experiences in Structured Research Programs. 50189-214. https://doi.org/10.1007/s11162-008-9114-7
Lin, M H, et al. "Diversifying Science: Underrepresented Student Experiences in Structured Research Programs." vol. 50 (2009): 189-214. doi: https://doi.org/10.1007/s11162-008-9114-7
Lin MH, Hurtado S, Cabrera NL, Arellano L, Espinosa LL. Diversifying Science: Underrepresented Student Experiences in Structured Research Programs. 2009;50:189-214. doi: 10.1007/s11162-008-9114-7. UIID-AD: 480.
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Predicting transition and adjustment to college: Biomedical and behavioral science aspirants' and minority students' first year of college.

Hurtado S, Cabrera NL, Espinosa LL, Han JC, Saenz VB, Cerna OS.
UIID-AD: 770
2007;48:841-887. doi: 10.1007/s11162-007-9051-x.

The purpose of this study is to explore key factors that impact the college transition of aspiring underrepresented minority students in the biomedical and behavioral sciences, in comparison with White, Asian students and non-science minority students. We examined successful...

Cite
Hurtado S, Cabrera NL, Espinosa LL, et al. Predicting transition and adjustment to college: Biomedical and behavioral science aspirants' and minority students' first year of college. 2007;48:841-887doi: 10.1007/s11162-007-9051-x.
Hurtado, S., Cabrera, N. L., Espinosa, L. L., Han, J. C., Saenz, V. B., & Cerna, O. S. (2007). Predicting transition and adjustment to college: Biomedical and behavioral science aspirants' and minority students' first year of college. 48841-887. https://doi.org/10.1007/s11162-007-9051-x
Hurtado, S, et al. "Predicting transition and adjustment to college: Biomedical and behavioral science aspirants' and minority students' first year of college." vol. 48 (2007): 841-887. doi: https://doi.org/10.1007/s11162-007-9051-x
Hurtado S, Cabrera NL, Espinosa LL, Han JC, Saenz VB, Cerna OS. Predicting transition and adjustment to college: Biomedical and behavioral science aspirants' and minority students' first year of college. 2007;48:841-887. doi: 10.1007/s11162-007-9051-x. UIID-AD: 770.
Copy Download .nbib Format: NLM
Showing 1 to 11 of 11 entries