Dr. Riegle-Crumb's research interests center upon gender and racial/ethnic inequality in educational experiences and achievement in math and science. As a sociologist of education, she is particularly interested in the role of social contexts, including friendships, schools, and communities, in increasing or ameliorating educational disparities. Her research also focuses on the complex intersection between gender and race/ethnicity with regard to educational inequality. Dr. Riegle-Crumb's work has been funded with grants from several agencies and foundations, including the National Science Foundation and the National Institutes of Health. Her research expertise includes quantitative research methods and analyses of national datasets.
Ph.D. in Sociology, University of Chicago, 2000
Member, Editorial Board, Sociology of Education
Riegle-Crumb, C., King, B., Grodsky, E. & Muller, C. (2012). The more things change, the more they stay the same? Prior achievement fails to explain gender inequality in entry into STEM college majors over time.. American Education Research Journal, 49(6), 1048–1073.
Riegle-Crumb, C. & Humphries, M. (2012). Exploring bias in math teachers' perceptions of students' ability by gender and race/ethnicity.. Gender and Society, 26(2), 290–322.
Riegle-Crumb, C., Moore, C. & Ramos-Wada, A. (2011). Who wants to have a career in science or math?: Exploring adolescents' future aspirations by gender and race/ethnicity.. Science Education, 95(3), 458–476.
Riegle-Crumb, C. & King, B. (2010). Questioning a white male advantage in STEM: Examining disparities in college major.. Educational Researcher, 39, 656–664.
Riegle-Crumb, C. & Grodsky, E. (2010). Racial-ethnic differences at the intersection of math course-taking and achievement.. Sociology of Education, 83(3), 248–270.
Regents' Outstanding Teacher Award, The University of Texas at Austin (2013)
