J
Julie Dangremond Stanton
Researcher at Saint Joseph's University
Publications - 8
Citations - 1530
Julie Dangremond Stanton is an academic researcher from Saint Joseph's University. The author has contributed to research in topics: Chemistry & White (mutation). The author has an hindex of 1, co-authored 1 publications receiving 1371 citations.
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Who are organic food consumers? A compilation and review of why people purchase organic food
Renée Shaw Hughner,Pierre McDonagh,Andrea Prothero,Clifford J. Shultz,Julie Dangremond Stanton +4 more
TL;DR: In this article, the authors integrate and synthesize the findings of published research on organic food consumption and identify several themes that reflect the various rationales used by consumers when deciding to purchase organic food.
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Drawing on Internal Strengths and Creating Spaces for Growth: How Black Science Majors Navigate the Racial Climate at a Predominantly White Institution to Succeed
Julie Dangremond Stanton,Darris R. Means,Oluwadamilola Babatola,Chimezie Osondu,Omowunmi Oni,Birook Mekonnen +5 more
TL;DR: The community cultural wealth framework is used to investigate the strengths that Black undergraduates bring to their science majors and offers suggestions for researchers and instructors who want to take action to support the success of Black science majors.
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“Oh, that makes sense”: Social Metacognition in Small-Group Problem Solving
TL;DR: This paper used discourse analysis to examine transcripts from two groups of three students during breakout sessions and identified seven types of metacognitive utterances associated with higher-quality reasoning, and offered suggestions for life science educators interested in promoting social metacognition during small group problem solving.
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A Deeper Calling: The Aspirations and Persistence of Black Undergraduate Students in Science at a Predominantly White Institution
Darris R. Means,Julie Dangremond Stanton,Birook Mekonnen,Omowunmi Oni,Roshaunda L. Breeden,Oluwadamilola Babatola,Chimezie Osondu,Morgan Beckham,Brandon Marshall +8 more
TL;DR: This paper used interviews and visual data to explore the aspirations of Black undergraduate students in their final year of science degree programs at a predominantly white institution, and the assets and resources that supported persistence in pursuing their aspirations.
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What I Wish My Instructor Knew: How Active Learning Influences the Classroom Experiences and Self-Advocacy of STEM Majors with ADHD and Specific Learning Disabilities
TL;DR: In this paper, the authors investigated how active learning practices influenced the learning and self-advocacy experiences of students with ADHD and/or SLD in undergraduate science, technology, engineering, and mathematics (STEM) courses.