Pathways to STEMM Professions for Students From Noncollege Homes

In this article we use data from the Longitudinal Study of American Youth to examine the influence of parent education on pathways to science, technology, engineering, mathematics, and medicine (STEMM) professions. Building on a general model of factors related to STEMM education and employment, we employ a two-group structural equation model to examine the factors that predict enrollment in a postsecondary STEMM program and employment as a STEMM professional. The results of this analysis indicate that most of the variables in the two models function in a similar manner, but the levels of parental encouragement, help, and direction vary significantly between college-educated and non-college-educated families. The children of non-college-educated parents were less likely to take algebra in Grade 8, take calculus in high school, and take calculus in college than were the children of college-educated parents. Young adults that grew up in noncollege families were less likely to enter postsecondary education; more likely to begin postsecondary education at a community college; less likely to earn a baccalaureate, graduate, or professional degree; and less likely to become a STEMM professional. The analysis reveals a clear pattern of cumulative advantage and cumulative disadvantage, and the final section of this article discusses the need for educational and public policy leaders to develop strategies and programs to address the substantial differential associated with parent education.     

Linear stochastic system identification using correlation techniques

The identification of linear, discrete time, scalar output systems which are driven exclusively by white, zero mean, inaccessible noise sequences is discussed. Two principal results are presented. First, two methods (least squares and an autocorrelation technique) for identifying the system characteristic equation coefficients are compared. The least squares approach is shown to be biased except for special cases. In general, the bias cannot be removed. If the state transition matrix is of the phase variable form, bias removal requires a knowledge of the measurement noise variance and all but one of the state driving noise variances. The autocorrelation technique is not biased asymptotically and does not require a knowledge of the noise variances.Secondly, it is shown that the m² elements of the state transition matrix cannot be identified uniquely from the scalar output sequence autocorrelation coefficients if the system order is higher than one. The implication of this uncertainty in the state transition matrix on optimal filtering of the output sequence is briefly discussed.     

Leveraging interest-driven embodied practices to build quantitative literacies: A case study using motion and audio capture from dance

Educational technology research and development - We report on an exploratory effort to design an interest-based learning experience for high school (step) dancers to engage with concepts in...     

Jane Marcet's Conversations on Political Economy: a new interpretation

William Torrey Harris and John Dewey were the two most important philosophers of education in America at the fin de siècle. This paper discusses their rival idealisms through an examination of their philosophical and educational pronouncements. As I will show, both are indebted to, and align themselves with, Hegel. However, each manifests his Hegelian reading in a particular way, leading to very different consequences for education. What these manifestations are, and how two very different understandings can be drawn from a similar source, constitute the matter of the paper.     

Who has come out of the pipeline? African-Americans in criminology and criminal justice

This study analyzes survey data collected from African-Americans with PhDs who teach criminology or criminal justice. This research is particularly concerned with the experience of African-Americans in institutions of higher education. In addition to demographic data, the survey collected information on school of graduation, scholarly productivity, and collegial relations. The results indicate that African-Americans are graduating from, and being hired at, some of the top-ranked PhD programs in criminology/criminal justice. African-Americans are generally entering the academic profession as assistant professors with limited publication experience. Finally, African-Americans, in most cases, feel included and a part of their departmental activities.