Inclusive STEM

Project Aim: to understand what factors explain resilience and persistence in STEM classes, as well as promote bystander intervention to exclusion, microaggressions, and bias in school.

This longitudinal work is funded by the NSF. Our partner schools are rural, Title 1 high schools.

Click here for the project website.

Resulting Publications

Cerda‐Smith, J., Joy, A., Mathews, C., Knox, J., & Mulvey, K. L. (2023). STEM‐related outcomes for adolescents with

differing perceptions of school racial climate: A latent class analysis. Science Education, 1–26.

Mulvey, K.L., Cerda-Smith, J., Joy, A., Mathews, C., Ozturk, E. (2023) Factors that predict adolescents’ engagement with STEM in and out of school. Psychology in the Schools, 60, 3648–3665. https://doi.org/10.1002/pits.22946

Mulvey, K.L., Mathews, C., Knox, J., Joy, A., & Cerda-Smith, J. (2022). The role of inclusion, discrimination and belonging for adolescent STEM engagement in and out of school. Journal of Research Science in Teaching. http://doi.org/10.1002/tea.21762

Joy, A., Mathews, C., Cerda-Smith, J., Knox, J., & Mulvey, K.L. (2022). The roles of school racial climate and

STEM classroom climate in adolescents’ peer inclusion and attribution decisions. Journal of Experimental Child Psychology.

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