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…

How does the representation of boy and girl exemplars in curricular materials affect students' learning? We tested two competing hypotheses about the impact of gender exemplar on learning: First, in line with Social Learning Theory, children might exhibit a same-gender bias such that they prefer to learn from exemplars that match their gender…

The aim of our study was to investigate the effect of scenario-based learning on eighth-grade students' perceptions of scientists. We used a semiexperimental design to conduct our research with 36 students from the eighth grade, who were divided into experimental and control groups. We collected the data through a "Draw-a-Scientist…

The 2020 Norwegian national curriculum for primary, lower secondary, and upper secondary education includes a "competence aim" after Year 7 that expects pupils to be able to "investigate how gender, gender roles, and sexuality are presented in music and dance in the public sphere and create expressions that challenge…

This longitudinal study retrospectively explored the stigmatization experienced by 47 young adults in South Korea in early mid-20s who dropped out of middle or high school. Data were collected at two time points. Using thematic analysis, we categorized their experience of stigma into public and self-stigma, based on Corrigan and Kosyluk's (2014)…

Identity matters in science, technology, engineering, mathematics, and medicine (STEMM) because it can affect an individual's long-term sense of belonging, which may in turn affect their persistence in STEMM. Early K-12 science classes often teach students about the foundational discoveries of the field, which have been predominately made, or at…

The University of Minnesota Talented Youth Mathematics Program (UMTYMP) is a selective, five-year accelerated mathematics program for students in grades 6-12. During the program, students take college mathematics courses on University of Minnesota campuses, starting with algebra and continuing through logic and proofs, linear algebra, and…

The prevailing cultural narrative about middle school is that those years are extremely difficult, and the best students can hope for is to endure them until finding relief in high school. Nancy Deutsch argues that these years are, in fact, a time of great potential if schools can abandon their stereotypes about young adolescents and create school…

Due to the model minority myth, scant attention has been given to the college preparation of Asian American (AA) students. Using the national sample of High School Longitudinal Study of 2009-2013, this study examined associations among student-counselor interactions, school connectedness, and college enrollment of AA students. The results of the…

Middle school Black girls in the Chicagoland area encounter challenges when engaging in Science Technology Engineering and Math (STEM) learning and developing individual STEM identities. Black girls with good grades in STEM courses are reluctant to pursue STEM careers because of the negative stereotypes they face in school (King & Pringle,…

Adolescence is often portrayed in a negative light in Western culture, with teens being viewed as rebellious and irresponsible. Yet, there is substantial cultural and individual variability in views of teens. The empirical research to date is limited in that it mainly examines whether teen stereotypes are influential at the individual level. Teen…

Scholars report that the students' interest in STEM declines and suggest to approach them earlier. This case study with the convenient sample of seven primary school students investigates the students' view of science and scientists and examine the following research questions in the Dutch lower secondary school context: (1) What are young…

Background and Context: A continued gender disparity has driven a need for effective interventions for recruiting girls to computer science. Prior research has demonstrated that middle school girls hold beliefs and attitudes that keep them from learning computer science, which can be mitigated through classroom design. Objective: This study…

Early ability tracking increases inequalities in education. It has been proposed that the awareness of negative school-track-related stereotypes contributes to educational inequalities, as stereotype awareness interferes with students' abilities to thrive, particularly those in lower, stigmatized tracks. The present study tested this assumption in…

As of May 2022, 42 state legislatures had introduced bills that would limit how (and whether) teachers can address inequities based on race, gender, and other marginalized identities. At the same time, book bans are becoming increasingly common across the country. Given the importance of providing children opportunities to critically engage with…