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New work with @zenamello.bsky.social -- using the person-centered approach, we found that social class discrimination, particularly discrimination that occurs in school negatively relates to academic outcomes. Classism from teachers was most common onlinelibrary.wiley.com/doi/pdf/10.1...

Social Class Discrimination and Academic Success: A Person‐Centered Approach Among Adolescents Disadvantaged in Social ClassIntroduction Prior research indicates that social class is strongly associated with academic outcomes such as GPA. However, little work explores the role that social discrimination plays in this rel...onlinelibrary.wiley.com

Excited to share a new paper by my grad student and myself, highlighting how classroom experiences such as positive classroom climate relate to changes in STEM motivational beliefs across the semester 🤸‍♀️🎉https://authors.elsevier.com/a/1m8Px,8E16MF-A

Looks like NSF-BPE has been canceled. My institution was literally supposed to submit my and Dr. Alan Meca's grant to it today... 🫠

This makes me so sad... I've been using one of these datasets for the past 5 years. They're so important for education research.

I just tried searching "equity" on NIH's website, and it literally won't let you. Same thing happened for "diversity" and "inclusion" 🫠 www.nih.gov

Perks of being an assistant professor - sleeping in until 9am and grabbing fancy pancakes on a Wednesday 😁😋

New paper out! Across 3 large high school datasets, we found that girls and boys largely place similar value on math. No meaningful differences were found in the most recent dataset (2012), but some differences were found in the two older datasets (1990s and early 2000s). doi.org/10.1002/jad....

Girls and Boys Typically Have Similar Math Value Beliefs: Replication Evidence Across Historical Time, High School, and Racial/Ethnic GroupsIntroduction Individuals' math value beliefs are theorized to influence who persists in STEM. However, the existing findings on gender differences in adolescents' math value beliefs are inconsistent...doi.org