We examined recent process models of accumulated disadvantage with an intersectional lens in order to provide a more complete picture of how disadvantages across punishment and math trajectories can accumulate over time and disparately affect marginalized race-gender groups. Using structural equation modeling (SEM) with a nationally representative…

This study investigated whether and to what extent shared leadership in school was associated with a positive and equitable sense of school belonging among students from diverse backgrounds in the United States. We denoted shared leadership as collective practices that take place in schools in which principals enact inclusive practices in the…

This study employed design-based logistic regression to examine the extent to which attending a science, technology, engineering, and mathematics (STEM) magnet high school, school demographics, and student-level factors explain a student's intent to declare a STEM major in the first semester of college. The results show only student-level factors…

Using data on ninth graders, math teachers, and schools from the nationally representative High School Longitudinal Study of 2009, we investigate the following questions: (1) How do ninth graders' perceptions of their math teachers as equitable relate to their math identity at the intersection of adolescents' race and gender? and (2) Do…

One of the earliest indications that a student may be interested in STEM paths is the students' own self-efficacy for science as well as how they may see themselves in a STEM career as part of their science self-identity (Schlegel et al., 2019). Currently, there is a need to contribute to research that can assist agencies such as the National…

Borrowing has become increasingly central to U.S. students' college financing choices. However, concerns about indebtedness may serve as a barrier to attaining a college degree for many students, particularly women and Black and Hispanic students. This study explores the determinants and heterogeneous impacts of debt aversion, or aversion to…

From its inception in the early 1900s, vocational education in American high schools was designed to prepare students for jobs that did not require any formal postsecondary education. In the last decades of the 20th century, growing concern about how separating students into "college" and "non-college" tracks often perpetuated…

Men significantly outnumber women in physics, engineering, and computer science (PECS) majors, with a recent male-to-female ratio of approximately 4:1, a stark contrast to the near parity in other science, technology, engineering, and mathematics (STEM) disciplines (1). This gender disparity in PECS carries wide-reaching implications for equity,…

It is widely agreed that attitudes about mathematics play an important role in students' performance, choice, and persistence in STEM. Motivational theories posit this link and suggest that differences in these attitudes should explain in part why female, Black, Hispanic, low-income, and first-generation students are underrepresented in STEM…

The purpose of this study was to examine patterns in high school career and technical education (CTE) coursetaking by gender and race/ethnicity across two cohorts of students over time. Using high school transcript data from the Education Longitudinal Study of 2002 (ELS:2002) and the High School Longitudinal Study of 2009 (HSLS:09), we examined…

This article assesses the relationships between race, gender, and parental college savings. Some prior studies have investigated race differences in parental college savings, yet none have taken an intersectional approach, and most of these studies were conducted with cohorts of students who predate key demographic changes among U.S. college goers…

A large literature in higher education research has focused on disparities in rates of successful completion of the various steps along the path that leads to college enrollment (e.g. completing a college preparatory curriculum, taking the SAT or ACT, applying to a college) as an important source of inequitable college attainment between groups of…

Math and science motivational beliefs are essential in understanding students' science, technology, engineering, and math (STEM) achievement and choices in high school and college. Drawing on the Eccles' expectancy-value theory and Arnett's emerging adulthood framework, this study examined the relations among high school students' motivational…

Students who repeat a grade are at a higher risk of dropping out of high school. Previous research has examined this in a methodologically aggregated way (e.g., repeated any grade versus never repeated) or only specific grades/grade ranges (e.g., Kindergarten or elementary) leaving questions about which grades are more detrimental to repeat with…

Taking at least one arts course in high school has been linked to higher school engagement as well as other positive cognitive, behavioral and social outcomes. Many states and local education agencies require arts credits for high school graduation. In 2013, 25 states required that high school students must have completed at least 0.5 credits in…