Author
Gina A. Garcia
Other affiliations: University of California, Los Angeles, University of California
Bio: Gina A. Garcia is an academic researcher from University of Pittsburgh. The author has contributed to research in topics: Higher education & Organizational identity. The author has an hindex of 17, co-authored 35 publications receiving 1239 citations. Previous affiliations of Gina A. Garcia include University of California, Los Angeles & University of California.
Papers
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TL;DR: Findings indicate that participation in an undergraduate research program significantly improved students’ probability of indicating plans to enroll in a STEM graduate program.
Abstract: To increase the numbers of underrepresented racial minority students in science, technology, engineering, and mathematics (STEM), federal and private agencies have allocated significant funding to undergraduate research programs, which have been shown to students' intentions of enrolling in graduate or professional school. Analyzing a longitudinal sample of 4,152 aspiring STEM majors who completed the 2004 Freshman Survey and 2008 College Senior Survey, this study utilizes multinomial hierarchical generalized linear modeling (HGLM) and propensity score matching techniques to examine how participation in undergraduate research affects STEM students' intentions to enroll in STEM and non-STEM graduate and professional programs. Findings indicate that participation in an undergraduate research program significantly improved students' probability of indicating plans to enroll in a STEM graduate program.
390 citations
TL;DR: The findings indicate that students tended to be more engaged in courses where the instructor consistently signaled an openness to student questions and recognizes her/his role in helping students succeed.
Abstract: The lack of academic engagement in introductory science courses is considered by some to be a primary reason why students switch out of science majors. This study employed a sequential, explanatory mixed methods approach to provide a richer understanding of the relationship between student engagement and introductory science instruction. Quantitative survey data were drawn from 2,873 students within 73 introductory science, technology, engineering, and mathematics (STEM) courses across 15 colleges and universities, and qualitative data were collected from 41 student focus groups at eight of these institutions. The findings indicate that students tended to be more engaged in courses where the instructor consistently signaled an openness to student questions and recognizes her/his role in helping students succeed. Likewise, students who reported feeling comfortable asking questions in class, seeking out tutoring, attending supplemental instruction sessions, and collaborating with other students in the course were also more likely to be engaged. Instructional implications for improving students' levels of academic engagement are discussed.
381 citations
TL;DR: The definition of Hispanic-Serving Institutions (HSIs) is defined by as discussed by the authors as colleges and universities that enroll at least 25% of their students as Latinx students.
Abstract: Hispanic-Serving Institutions (HSIs) are colleges and universities that enroll at least 25% Latinx students. Despite being recognized by the federal government since 1992, HSIs lack a historical mi...
95 citations
TL;DR: For example, this article found that while Hispanic-Serving institutions (HSIs) enroll at least 25% Latinx students, the perennial question facing HSIs is, "What does it mean for postsecondary institutions to be Latinx-serving" (e.g.
Abstract: While Hispanic-Serving Institutions (HSIs) enroll at least 25% Latinx students, the perennial question facing HSIs is, “What does it mean for postsecondary institutions to be Latinx-serving”—essent...
86 citations
TL;DR: This paper examined culturally relevant practices at one HSI, including the ethnic studies curriculum and student support programs, highlighting how the Chicana/o Studies department and the Educational Opportunity Program have historically served underrepresented students and the ways in which such programs are embedded within the structures of the institution.
Abstract: As institutions not founded to “serve” Latina/o students, Hispanic Serving Institutions (HSIs) must actively change their curricula and programs to meet the needs of their diverse population, including Latina/o, low income, and first generation students. Using a case study approach, including interviews and focus groups, this study examined culturally relevant practices at one HSI, including the ethnic studies curriculum and student support programs. Specifically, findings highlight how the Chicana/o Studies department and the Educational Opportunity Program have historically served underrepresented students and the ways in which such programs are embedded within the structures of the institution. This study has implications for HSIs and other institutions enrolling and serving diverse populations.
74 citations
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20 Jan 2017
TL;DR: The Grounded Theory: A Practical Guide through Qualitative Analysis as mentioned in this paper, a practical guide through qualitative analysis through quantitative analysis, is a good starting point for such a study.
Abstract: การวจยเชงคณภาพ เปนเครองมอสำคญอยางหนงสำหรบทำความเขาใจสงคมและพฤตกรรมมนษย การวจยแบบการสรางทฤษฎจากขอมล กเปนหนงในหลายระเบยบวธการวจยเชงคณภาพทกำลงไดรบความสนใจ และเปนทนยมเพมสงขนเรอยๆ จากนกวชาการ และนกวจยในสาขาสงคมศาสตร และศาสตรอนๆ เชน พฤตกรรมศาสตร สงคมวทยา สาธารณสขศาสตร พยาบาลศาสตร จตวทยาสงคม ศกษาศาสตร รฐศาสตร และสารสนเทศศกษา ดงนน หนงสอเรอง “ConstructingGrounded Theory: A Practical Guide through Qualitative Analysis” หรอ “การสรางทฤษฎจากขอมล:แนวทางการปฏบตผานการวเคราะหเชงคณภาพ” จะชวยใหผอานมความรความเขาใจถงพฒนาการของปฏบตการวจยแบบสรางทฤษฎจากขอมล ตลอดจนแนวทาง และกระบวนการปฏบตการวจยอยางเปนระบบ จงเปนหนงสอทควรคาแกการอานโดยเฉพาะนกวจยรนใหม เพอเปนแนวทางในการนำความรความเขาใจไประยกตในงานวจยของตน อกทงนกวจยผเชยวชาญสามารถอานเพอขยายมโนทศนดานวจยใหกวางขวางขน
4,417 citations
04 Mar 2010
TL;DR: Recording of presentation introducing narrative analysis, outlining what it is, why it can be a useful approach, how to do it and where to find out more.
Abstract: Recording of presentation introducing narrative analysis, outlining what it is, why it can be a useful approach, how to do it and where to find out more. Presentation given at methods@manchester seminar at University of Manchester on 4 March 2010.
3,188 citations
TL;DR: In this article, the authors present a collection of qualified narrative methods for the human sciences that has actually been composed by the authors themselves, which can be used as an excellent source for reading.
Abstract: Whatever our proffesion, narrative methods for the human sciences can be excellent source for reading. Locate the existing files of word, txt, kindle, ppt, zip, pdf, as well as rar in this site. You can definitely check out online or download this publication by right here. Now, never ever miss it. Searching for a lot of offered publication or reading source worldwide? We supply them all in layout kind as word, txt, kindle, pdf, zip, rar and ppt. among them is this qualified narrative methods for the human sciences that has actually been composed by Still confused how you can get it? Well, simply check out online or download by signing up in our website below. Click them. Our goal is always to offer you an assortment of cost-free ebooks too as aid resolve your troubles. We have got a considerable collection of totally free of expense Book for people from every single stroll of life. We have got tried our finest to gather a sizable library of preferred cost-free as well as paid files. GO TO THE TECHNICAL WRITING FOR AN EXPANDED TYPE OF THIS NARRATIVE METHODS FOR THE HUMAN SCIENCES, ALONG WITH A CORRECTLY FORMATTED VERSION OF THE INSTANCE MANUAL PAGE ABOVE.
2,657 citations
TL;DR: In a randomized double-blind study, science faculty from research-intensive universities rated the application materials of a student as significantly more competent and hireable than the (identical) female applicant, and preexisting subtle bias against women played a moderating role.
Abstract: Despite efforts to recruit and retain more women, a stark gender disparity persists within academic science. Abundant research has demonstrated gender bias in many demographic groups, but has yet to experimentally investigate whether science faculty exhibit a bias against female students that could contribute to the gender disparity in academic science. In a randomized double-blind study (n = 127), science faculty from research-intensive universities rated the application materials of a student—who was randomly assigned either a male or female name—for a laboratory manager position. Faculty participants rated the male applicant as significantly more competent and hireable than the (identical) female applicant. These participants also selected a higher starting salary and offered more career mentoring to the male applicant. The gender of the faculty participants did not affect responses, such that female and male faculty were equally likely to exhibit bias against the female student. Mediation analyses indicated that the female student was less likely to be hired because she was viewed as less competent. We also assessed faculty participants’ preexisting subtle bias against women using a standard instrument and found that preexisting subtle bias against women played a moderating role, such that subtle bias against women was associated with less support for the female student, but was unrelated to reactions to the male student. These results suggest that interventions addressing faculty gender bias might advance the goal of increasing the participation of women in science.
2,362 citations