Ursula Nguyen is a doctoral candidate in STEM Education. She has a BS in Biomedical Engineering from The University of Texas at Austin. Prior to returning to UT, she was a first-grade Bilingual math and science teacher in Houston, TX. There, she was also the first-grade Math lead at her school. Her research interest on issues of equity in STEM education at the intersection of race/ethnicity and gender stems from her experiences as both an educator of STEM subjects and as a past engineering student. Currently, she is a graduate research assistant for Dr. Riegle-Crumb.
Engineering education, inequality in STEM education at the intersection of race/ethnicity and gender, and critical pedagogy
Catherine Riegle-Crumb (Supervisor)Focuses on the social construction of gender and racial/ethnic inequality in educational opportunities and experiences in STEM fields from a sociological perspective. Methodological expertise in quantitative research methods and analyses of large scale datasets.
Nguyen, U., Russo-Tait, T., Riegle-Crumb, C. & Doerr, K. (2022). Changing the gendered status quo in engineering? The encouraging and discouraging experiences of young women with engineering aspirations. Science Education, 106(6), 1442–1468. doi:10.1002/sce.21748.
Fernandez, L., Nguyen, U. & Callahan, R. (2022). Learners mathematics identity and achievement: Where does the teacher come in?. International Journal of Mathematical Education in Science and Technology, 1–26. doi:10.1080/0020739X.2022.2117657.
Riegle-Crumb, C., Russo-Tait, T., Doerr, K. & Nguyen, U. (2022). Critical consciousness of gender inequality: Considering the viewpoints of racially diverse high school girls with engineering aspirations. Sociological Perspectives, 66(1), 5–27. doi:10.1177/07311214221112448.
Nguyen, U. & Riegle-Crumb, C. (2021). Who is a scientist? The relationship between counter-stereotypical beliefs about scientists and the STEM major intentions of Black and Latinx male and female students. International Journal of STEM Education, 8(28), 1–18. doi:10.1186/s40594-021-00288-x.
Riegle-Crumb, C., Morton, K., Nguyen, U. & Dasgupta, N. (2019). Inquiry-based instruction in science and mathematics in middle school classrooms: Examining its association with students attitudes by gender and race/ethnicity. AERA Open, 5(3), 1–17. doi:10.1177/2332858419867653.
University Graduate School Continuing Fellowship, The University of Texas at Austin (2022 - 2023)
Examining the Association between Undergraduate Womens Gender Identities and their Sense of Relatedness to Engineering, Paper presented at the American Educational Research Association (AERA) Annual Meeting, Chicago, IL (2023)
Examining Gender Essentialist Beliefs and their Association with Beliefs about Engineering Among College Engineering Majors, Paper presented at the AERA Annual Meeting, Chicago, IL (2023)
Examining the Association between Peer Support and Young Womens Engineering Identity and Major Intentions, Poster presented at the American Society for Engineering Education (ASEE) Annual Conference, Minneapolis, MN (2022)
All STEM Women Are Not the Same? Unpacking the Gender Identities of Women in Engineering, Paper presented at the AERA Annual Meeting, San Diego, CA (2022)
Exclusionary and Inclusionary Experiences in College Engineering Classrooms: Implications for Women with Different Racial Identities, Paper presented at the AERA Annual Meeting, San Diego, CA (2022)
Gender Atypical? Examining the Gender Identities of Women in Engineering, Paper presented at the National Association for Research in Science Teaching (NARST) Annual International Conference, Vancouver, BC, Canada (Virtual) (2022)
Examining Exclusionary and Inclusionary College Classroom Experiences: Effects on Women in Engineering Majors by Race/Ethnicity (Non-presenting Author), Paper presented at the NARST Annual International Conference, Vancouver, BC, Canada (2022)
Pushing Past or Defending the Gender Boundary in Engineering: Who Supports or Deters Girls Aspirations?, Paper presented at the AERA Annual Meeting, Virtual (2021)
Understandings of Inequality: How Female Adolescents with Engineering Aspirations View Womens Underrepresentation (Non-presenting Author), Paper presented at the AERA Annual Meeting, Virtual (2021)
Individualistic or Systemic? High School Girls Make Sense of Gender Inequality in Engineering (Non-presenting Author), Paper presented at the NARST Annual International Conference, Virtual (2021)
Next-Generation Engineers? Examining Factors That Shape Young Women's Engineering Identity and Intentions, Roundtable presentation at the AERA Annual Meeting, San Francisco, CA (Conference Canceled) (2020)
The Effects of Inquiry-Based Pedagogy on Students Attitudes in Math and Intent to Pursue STEM, Poster presented at the North American Chapter of the International Group for the Psychology of Mathematics Education (PME-NA) Annual Conference, Greenville, SC (2018)
Inquiry-Based Pedagogy and Middle School Students Math Attitudes: An Examination by Gender and Race/Ethnicity, Poster presented at the AERA Annual Meeting, New York, NY (2018)
