The following researchers serve as Pathways through College Research Network affiliates:
Michael Brown is an Assistant Professor in Student Affairs and Higher Education in the School of Education at Iowa State University. His research program broadly focuses on the role of social and technological systems in shaping undergraduate student access, engagement, and success. As part of this research, Michael collaborates with instructors and instructional designers to develop tools and interventions that facilitate personalized instruction. Michael teaches courses in research design, post-secondary organizations, and teaching and learning. He received his doctorate in Education from the University of Michigan, Ann Arbor. Website
Tum Chaturapruek is a fourth-year Ph.D. candidate in Computer Science at Stanford University. His research interests include sequential decision making under uncertainty, computational social science, and human-computer interaction. He is the lead engineer of the Carta platform and has been co-leading Carta’s research program for three years. He has received awards such as the Top 15 Nationwide Award in the William Lowell Putnam Mathematical Competition, the Giovanni Borrelli Research Fellowship, and Stanford’s Leland T. Edwards Graduate Fellowship. He has published as the first author in various fields such as Learning Sciences (L@S), Artificial Intelligence (NIPS), Education (SIGCSE), and Applied Mathematics (SIAM Journal on Applied Mathematics). He received a bachelor’s degree in Mathematics and Computer Science from Harvey Mudd College in 2014. Website
Emma D. Cohen is a Ph.D. candidate in the sociology department at Indiana University. Her research focuses on stratification in higher education, particularly addressing the ways that gender and social class shape college experiences. She is interested in how students are sorted into different fields of study and the consequences that different undergraduate majors have for students’ occupations and social standing. Ongoing individual and collaborative projects include examinations of gender differences in student-faculty interaction; prescriptions about the types of majors and experiences students should have based on their social class and indebted status; and variation by college selectivity and family background in the income returns to different fields of study. Website
Patrick Denice is an assistant professor of sociology at the University of Western Ontario, in Canada. He studies stratification in education and the labor market. Some of his current work looks at the implications of public school choice policies for inequality and segregation among K-12 students, and at non-traditional pathways to and through postsecondary education. His PCRN project examines the prevalence, correlates, and consequences of major switching in college. I’m specifically interested in students who change their majors more than once, in how students’ prior and new majors compare, and in the implications of major switching for gender field of study segregation. Website
Lingxin Hao, Professor of Sociology and Director of Hopkins Population Center, Johns Hopkins University, specializes in social inequality, sociology of education, immigration, family and public policy, and quantitative methodology. She has an extensive record of conducting NIH/NSF funded large-scale research projects on topics in education of disadvantaged children, poverty and social policy, and social inequality using sociological, demographic, and quantitative approaches to analyzing large panel survey data. Her substantive publications appear in Sociology of Education, Child Development, Comparative Education Review, American Journal of Sociology, Social Forces, Social Science Research, and others; her methodological publications are found in Sociological Methodology, Sociological Methods and Research, Quantitative Applications to the Social Sciences Series. Website
Monique Harrison is in the Sociology of Education program in the Graduate School of Education at Stanford University and also an IES Fellow (quantitative research fellowship). She currently studies student pathways through college as part of the Carta Research Lab, with an emphasis on gender, race and first generation college students. She is advised by Mitchell Stevens and Sean Reardon. More general research interests include equitable math practices, charter schools, and disparities in environmental access and stewardship. Before Stanford Monique was a middle school administrator, teaching coach and math/science teacher in East San Jose, CA. She earned a BS in Human Development from Cornell University and a M.Ed in School Leadership from Harvard University. She currently serves as the SAEN (Sociology And Education Network) co-chair and teaching assistant for the Undergraduate Honors Research Program. Website
Yingyi Ma is an Associate Professor of Sociology and a Senior Research Associate at the Center for Policy Research at Syracuse University. She is a sociologist of education and migration. She is working on two research streams. One focused on who studied in STEM (science, technology, engineering, and math) fields and why, including the formation of aspirations, college major choice, and degree attainment in STEM fields in the U.S. That line of research has received grants from National Science Foundation, Alfred Sloan Foundation, and Association of Institutional Research. The second stream focuses international education and student mobility issues. She is currently writing a book titled Study in the U.S: The New Education Gospel in China to be published by Columbia University Press. Website
Natasha Quadlin is an Assistant Professor of Sociology at The Ohio State University and is affiliated with OSU’s Translational Data Analytics program. Her research focuses on social inequality in access and returns to education, with a focus on gender and economic inequalities. Natasha’s project for the network will examine how students’ reasons for choosing a major (e.g., economic, intellectual) line up with their actual fields of study, and whether these relationships vary across social groups. Website
Hyun Kyoung Ro is an Assistant Professor in the Department of Higher Education and Student Affairs at Bowling Green State University. She earned her Ph.D. in Higher Education and minored in Educational Psychology at The Pennsylvania State University in 2011. Her research interests include college student learning and outcomes; STEM education; program assessment in higher education and student affairs; and quantitative research methodologies. She has been the leading author on articles that were published in higher education and engineering education journals, such as The Review of Higher Education, Research in Higher Education, Journal of Engineering Education, and Journal of Women and Minorities in Science and Engineering. Website
Carrie Shandra is an Assistant Professor of Sociology at the State University of New York at Stony Brook. Her research focuses broadly on the life course, disabilities, and market and nonmarket work. She is particularly interested in the factors that facilitate the transition from education to employment, including participation in school-to-work programs and internships. Shandra’s Pathways through College project will examine how student sociodemographic characteristics, college major, and postsecondary expectations associate with internship experience. She will be spending the 2018-2019 academic year as a Visiting Scholar at the Russell Sage Foundation. Website
Mitchell Stevens is Associate Professor of Education at Stanford, where is co-leads the Carta lab. He has written serially on the formal organization and evolution of postsecondary education in the US. His most recent book, coauthored with Cynthia Miller-Idriss and Seteney Shami, is –Seeing the World: How US Universities Make Knowledge in a Global Era– (Princeton 2018).
Marissa Thompson is a Ph.D. student studying Sociology of Education at the Stanford University Graduate School of Education. Using quantitative and computational methods, she investigates inequality in access and returns to education by race, gender, and socioeconomic status. Current collaborative and individual projects examine racial achievement gaps over time in the K-12 school system, the transition from school to work for engineering students, and the choice-making processes of undergraduate students as they select courses and majors. Prior to Stanford, she earned a B.S.E. in Chemical and Biomolecular Engineering from the University of Pennsylvania. Website
This material is based upon work supported by the National Science Foundation under Grant Numbers 1317196 and 1317206. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.
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