Morton, K. & Riegle-Crumb, C. (2020). Is school racial/ethnic composition associated with content coverage in algebra?. Educational Reseracher, 49(6).
Riegle-Crumb, C., Peng, M. & Buontempo, J. (2019). Gender, competitiveness, and intentions to pursue STEM fields. International Journal of Gender, Science and Technology, 11(2).
Morton, K. & Riegle-Crumb, C. (2019). Who gets in? Examining inequality in 8th grade algebra. Journal For Research in Mathematics Education, 50(5).
Riegle-Crumb, C., Morton, K., Nguyen, U. & Dasgupta, N. (2019). Inquiry-based instruction in science and mathematics middle school classrooms: Examining its association with students attitudes by gender and race/ethnicity. AERA Open, 5(3).
Riegle-Crumb, C., Peng, M. & Russo-Tait, T. (2019). Committed to STEM? Examining factors that predict occupational commitment among Asian and White female students completing STEM postsecondary programs. Sex Roles, 1.
Riegle-Crumb, C., King, B. & Irizarrry, Y. (2019). Does STEM stand out? Examining racial/ethnic gaps in persistence across postsecondary fields. Educational Reseracher, 48(3).
Buontempo, J., Riegle-Crumb, C., Patrick, A. & Peng, M. (2017). Examining gender differences in engineering identity among high school engineering students. Journal of Women and Minorities in Science and Engineering, 3.
Riegle-Crumb, C. & Morton, K. (2017). Gendered expectations: Examining how peers shape female students' intent to pursue STEM fields. Frontiers in Psychology. Frontiers in Psychology, 8.
Kyte, S. & Riegle-Crumb, C. (2017). Perceptions of the social relevance of science: Exploring the implications for gendered patterns in expectations of majoring in STEM fields. Social Sciences, 6(1).
Riegle-Crumb, C., Moore, C. & Buontempo, J. (2017). Shifting STEM stereotypes? Considering the role of peer and teacher gender. Journal of Research on Adolescence,, 27(3).
Riegle-Crumb, C., King, B. & Moore, C. (2016). Do they stay or do they go? The switching decisions of individuals who enter gender atypical college majors.. Sex Roles, 74.
Riegle-Crumb, C., Morton, K., Moore, C., Chimonidou, A., Labrake, C. & Kopp, S. (2015). Do inquiring minds have positive attitudes? The science education of preservice elementary teachers. Science Education, 99.
Riegle-Crumb, C. & Moore, C. (2014). The gender gap in high school physics: Considering the context of local communities. Social Science Quarterly, 95(1).
Riegle-Crumb, C. & Moore, C. (2013). Examining gender inequality in a high school engineering course. American Journal of Engineering Education, 4(1).
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.
Improving the Teaching of Genetics in High School to Avoid Instilling Misconceptions about Gender Differences
Funded by the National Science Foundation
Next Generation Engineers: Examining the Pathways of Adolescent Females in SWENext
Funded by the National Science Foundation
Using Quantum Computing to Enhance STEM Education
Funded by the Office of Naval Research (PI: Brian LaCour, ARL)
The Developing Aspirations of Girls of Color Towards Computer Science: A Comparative Examination of the Role of Teachers, Peers, and STEM Stereotypes
Funded by the Women of Color in Computing Collaborative, The Kapor Center, University of Arizona
David P Barry, Ph.D., expected 2021 (Committee Member)
Early childhood teacher education; Early childhood teacher self-care; Creating trauma-informed early childhood learning spaces
Menglu Peng (Supervisor)
equity in education
program evaluation
Gareth Gingell (Committee Member)
Tatiane Russo-Tait (Supervisor)
Equity in STEM Education, evidence-based instructional practices, graduate student and faculty professional development, biology education
Ursula Nguyen (Supervisor)
Engineering education, inequality in STEM education at the intersection of race/ethnicity and gender, and critical pedagogy
Katherine Doerr (Supervisor)
My research is at the intersection of gender equity, science and teaching. My ethnographic work examines marginalization in academic science, segregation by gender, and the ways teaching is positioned as an alternative, less prestigious occupation.
Alicia Montecinos (Supervisor)
Ryan N Torbey (Supervisor)
Kristina J Flores (Committee Member)
