Paul R Hernandez
Biographic Data
| ID | 2238801 |
|---|---|
| NAME | Paul R Hernandez |
| GIVEN NAMES | Paul R |
| FAMILY NAME | Hernandez |
| SIGNATURE | HERNANDEZ P R |
| AFFILIATIONS | Texas A&M University |
| ORCID | 0000-0002-4063-357X |
| VERIFIED | Yes |
| TOTAL WORKS | 18 |
| TOTAL CITATIONS | 22 |
| WORKS AS AUTHOR | 18 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2011 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Quality over quantity
Efforts to broaden participation in science, technology, engineering, and mathematics (STEM) have pointed to the importance of mentoring relationships for undergraduate students. However, mentoring research has only recently shifted focus from dyadic faculty-mentored relationships to a broader, more holistic evaluation of a network of mentors and the downstream impact on academic success and integration into STEM fields. Utilizing Developmental M…
Balancing Stereotypically Compatible and Incompatible Identities
Social stereotypes have been linked with gender and racial disparities in science, technology, engineering, and mathematics (STEM) fields. Developing a domain identity in a STEM field is linked with persistence and success among students from negatively stereotyped groups. However, these students often report a conflict between their group and domain identities. Across two studies we apply balanced identity design theory and latent profile analys…
Engaging Latinx or Hispanic-Identifying families in science education
Given the underrepresentation of Latinx or Hispanic-Identifying (LHI) individuals in STEM fields, this research examines the effectiveness of a parent intervention focused on the community cultural wealth for Spanish-speaking parents of LHI STEM undergraduate students in their first year of college who navigate systemic barriers such as racism, inequity, and marginalization (Yosso, 2005). Using a longitudinal quasi-experimental design with propen…
Culturally responsive teaching can protect STEM identity among underrepresented students
While the disparity is narrowing, Hispanic/Latinx students remain underrepresented in science, technology, engineering, and mathematics (STEM) majors. Prior research has shown that STEM identity is an important predictor of a sense of belonging and persistence for underrepresented minorities in STEM. Guided by social identity theory, the present study examined how culturally responsive teaching practices (CRTP) interact with negative ingroup ster…
Navigating science pathways
of "independence") and opportunities to satisfy those goals in STEM careers (i.e., affordances). Goal congruity theory posits that individuals' attitudes towards a social role (e.g., being a scientist) are influenced by the communal/agentic goal affordances associated with that role and the congruity between those affordances and personally valued goals. This longitudinal research study followed a large sample of Indigenous people pursuing STEM d…
Increasing Hispanic STEM Majors’ Persistence to Degree
A fraction of the highly lucrative scientific, biomedical, and technology workforce is Hispanic. At all levels of scientific training, Hispanic students drop out at higher rates than their White and Asian peers. Hispanic college students often attend local colleges and live with their families. We created and evaluated an initiative based on Balanced Identity Design and Utility-Value theories to leverage families as a powerful resource for suppor…
Colliding identities? The role of multiple identities among historically underrepresented students pursuing scientific research careers
Motivated by Identity Integration and Threat theories, this preregistered study examined associations between scientist and ethnic identities and future scientific research career intentions among African American and Hispanic STEM undergraduates ( N =1,247). Scientist identity was positively correlated with junior-year ethnic identity and predicted senior-year scientific research career intentions. Neither scientist nor ethnic identities predict…
Amplifying similarity to promote college STEM instructor–student mentoring relationship quality
Introduction: Despite numerous (co)curricular efforts, diversifying the Science, Technology, Engineering, and Mathematics (STEM) research workforce remains challenging and large segments of the U.S. population continue to be underrepresented. Promoting instructor-student mentoring relationship quality is a potentially important mechanism to support biomedical workforce diversity, as relationship quality has been positively associated with learnin…
Diversifying STEM
How role models can diversify college students in STEM
Bandura's research on observational learning laid the foundation of role model research. Contemporary research shows role models support women and racial/ethnic minority students in STEM by buffering them from the deleterious effects of stereotype threats and boosting their self-efficacy. However, certain characteristics can make role models more or less influential. Thus, it is important to understand when and how role models influence minoritiz…
Seeking congruity for communal and agentic goals
An abundance of literature has examined barriers to women’s equitable representation in science, technology, engineering, and math (STEM) fields, with many studies demonstrating that STEM fields are not perceived to afford communal goals, a key component of women’s interest in future careers. Using Goal Congruity Theory as a framework, we tested the longitudinal impact of perceptions of STEM career goal affordances, personal communal and agentic …
Coping styles moderate the relationship between perceived discrimination and eating behaviors during the transition to college
Development of emotion regulation across the first two years of college
INTRODUCTION: Emotion regulation is thought to develop substantially from late adolescence into early adulthood; further, the rate of development purportedly varies based on personal and contextual characteristics. However, little research has explicitly documented this maturation in young adulthood or identified its determinants. We aimed to (1) characterize how adaptive (positive reappraisal, emotional social support-seeking) and maladaptive (s…
A Longitudinal Study of How Quality Mentorship and Research Experience Integrate Underrepresented Minorities into STEM Careers
African Americans, Latinos, and Native Americans are historically underrepresented minorities (URMs) among science, technology, engineering, and mathematics (STEM) degree earners. Viewed from a perspective of social influence, this pattern suggests that URMs do not integrate into the STEM academic community at the same rate as non-URM students. Estrada and colleagues recently showed that Kelman’s tripartite integration model of social influence (…
Self-regulation and STEM persistence in minority and non-minority students across the first year of college
Diversifying Science
Stereotypes influence academic interests, performance, and ultimately career goals. The long-standing National Institutes of Health Research Initiative for Scientific Enhancement (RISE) training program has been shown to be effective at retaining underrepresented minorities in science. We argue that programs such as RISE may alter the experience and impact of stereotype threat on academic achievement goals and future engagement in a scientific ca…
The consequences of chronic stereotype threat
Stereotype threat impairs performance across many domains. Despite a wealth of research, the long-term consequences of chronic stereotype threat have received little empirical attention. Beyond the immediate impact on performance, the experience of chronic stereotype threat is hypothesized to lead to domain disidentification and eventual domain abandonment. Stereotype threat is 1 explanation why African Americans and Hispanic/Latino(a)s "leak" fr…
Toward a model of social influence that explains minority student integration into the scientific community.
Students from several ethnic minority groups are underrepresented in the sciences, such that minority students more frequently drop out of the scientific career path than non-minority students. Viewed from a perspective of social influence, this pattern suggests that minority students do not integrate into the scientific community at the same rate as non-minority students. Kelman (1958, 2006) describes a tripartite integration model of social inf…
The consequences of chronic stereotype threat
Stereotype threat impairs performance across many domains. Despite a wealth of research, the long-term consequences of chronic stereotype threat have received little empirical attention. Beyond the immediate impact on performance, the experience of chronic stereotype threat is hypothesized to lead to domain disidentification and eventual domain abandonment. Stereotype threat is 1 explanation why African Americans and Hispanic/Latino(a)s "leak" fr…
Coping styles moderate the relationship between perceived discrimination and eating behaviors during the transition to college
Diversifying STEM
How role models can diversify college students in STEM
Bandura's research on observational learning laid the foundation of role model research. Contemporary research shows role models support women and racial/ethnic minority students in STEM by buffering them from the deleterious effects of stereotype threats and boosting their self-efficacy. However, certain characteristics can make role models more or less influential. Thus, it is important to understand when and how role models influence minoritiz…
Seeking congruity for communal and agentic goals
An abundance of literature has examined barriers to women’s equitable representation in science, technology, engineering, and math (STEM) fields, with many studies demonstrating that STEM fields are not perceived to afford communal goals, a key component of women’s interest in future careers. Using Goal Congruity Theory as a framework, we tested the longitudinal impact of perceptions of STEM career goal affordances, personal communal and agentic …
Self-regulation and STEM persistence in minority and non-minority students across the first year of college
Toward a model of social influence that explains minority student integration into the scientific community.
Students from several ethnic minority groups are underrepresented in the sciences, such that minority students more frequently drop out of the scientific career path than non-minority students. Viewed from a perspective of social influence, this pattern suggests that minority students do not integrate into the scientific community at the same rate as non-minority students. Kelman (1958, 2006) describes a tripartite integration model of social inf…
The consequences of chronic stereotype threat
Stereotype threat impairs performance across many domains. Despite a wealth of research, the long-term consequences of chronic stereotype threat have received little empirical attention. Beyond the immediate impact on performance, the experience of chronic stereotype threat is hypothesized to lead to domain disidentification and eventual domain abandonment. Stereotype threat is 1 explanation why African Americans and Hispanic/Latino(a)s "leak" fr…
Diversifying Science
Stereotypes influence academic interests, performance, and ultimately career goals. The long-standing National Institutes of Health Research Initiative for Scientific Enhancement (RISE) training program has been shown to be effective at retaining underrepresented minorities in science. We argue that programs such as RISE may alter the experience and impact of stereotype threat on academic achievement goals and future engagement in a scientific ca…
A Longitudinal Study of How Quality Mentorship and Research Experience Integrate Underrepresented Minorities into STEM Careers
African Americans, Latinos, and Native Americans are historically underrepresented minorities (URMs) among science, technology, engineering, and mathematics (STEM) degree earners. Viewed from a perspective of social influence, this pattern suggests that URMs do not integrate into the STEM academic community at the same rate as non-URM students. Estrada and colleagues recently showed that Kelman’s tripartite integration model of social influence (…
Self-regulation and STEM persistence in minority and non-minority students across the first year of college
Development of emotion regulation across the first two years of college
INTRODUCTION: Emotion regulation is thought to develop substantially from late adolescence into early adulthood; further, the rate of development purportedly varies based on personal and contextual characteristics. However, little research has explicitly documented this maturation in young adulthood or identified its determinants. We aimed to (1) characterize how adaptive (positive reappraisal, emotional social support-seeking) and maladaptive (s…
Seeking congruity for communal and agentic goals
An abundance of literature has examined barriers to women’s equitable representation in science, technology, engineering, and math (STEM) fields, with many studies demonstrating that STEM fields are not perceived to afford communal goals, a key component of women’s interest in future careers. Using Goal Congruity Theory as a framework, we tested the longitudinal impact of perceptions of STEM career goal affordances, personal communal and agentic …
Coping styles moderate the relationship between perceived discrimination and eating behaviors during the transition to college
Amplifying similarity to promote college STEM instructor–student mentoring relationship quality
Introduction: Despite numerous (co)curricular efforts, diversifying the Science, Technology, Engineering, and Mathematics (STEM) research workforce remains challenging and large segments of the U.S. population continue to be underrepresented. Promoting instructor-student mentoring relationship quality is a potentially important mechanism to support biomedical workforce diversity, as relationship quality has been positively associated with learnin…
Diversifying STEM
How role models can diversify college students in STEM
Bandura's research on observational learning laid the foundation of role model research. Contemporary research shows role models support women and racial/ethnic minority students in STEM by buffering them from the deleterious effects of stereotype threats and boosting their self-efficacy. However, certain characteristics can make role models more or less influential. Thus, it is important to understand when and how role models influence minoritiz…
Colliding identities? The role of multiple identities among historically underrepresented students pursuing scientific research careers
Motivated by Identity Integration and Threat theories, this preregistered study examined associations between scientist and ethnic identities and future scientific research career intentions among African American and Hispanic STEM undergraduates ( N =1,247). Scientist identity was positively correlated with junior-year ethnic identity and predicted senior-year scientific research career intentions. Neither scientist nor ethnic identities predict…
Navigating science pathways
of "independence") and opportunities to satisfy those goals in STEM careers (i.e., affordances). Goal congruity theory posits that individuals' attitudes towards a social role (e.g., being a scientist) are influenced by the communal/agentic goal affordances associated with that role and the congruity between those affordances and personally valued goals. This longitudinal research study followed a large sample of Indigenous people pursuing STEM d…
Increasing Hispanic STEM Majors’ Persistence to Degree
A fraction of the highly lucrative scientific, biomedical, and technology workforce is Hispanic. At all levels of scientific training, Hispanic students drop out at higher rates than their White and Asian peers. Hispanic college students often attend local colleges and live with their families. We created and evaluated an initiative based on Balanced Identity Design and Utility-Value theories to leverage families as a powerful resource for suppor…
Quality over quantity
Efforts to broaden participation in science, technology, engineering, and mathematics (STEM) have pointed to the importance of mentoring relationships for undergraduate students. However, mentoring research has only recently shifted focus from dyadic faculty-mentored relationships to a broader, more holistic evaluation of a network of mentors and the downstream impact on academic success and integration into STEM fields. Utilizing Developmental M…
Balancing Stereotypically Compatible and Incompatible Identities
Social stereotypes have been linked with gender and racial disparities in science, technology, engineering, and mathematics (STEM) fields. Developing a domain identity in a STEM field is linked with persistence and success among students from negatively stereotyped groups. However, these students often report a conflict between their group and domain identities. Across two studies we apply balanced identity design theory and latent profile analys…
Engaging Latinx or Hispanic-Identifying families in science education
Given the underrepresentation of Latinx or Hispanic-Identifying (LHI) individuals in STEM fields, this research examines the effectiveness of a parent intervention focused on the community cultural wealth for Spanish-speaking parents of LHI STEM undergraduate students in their first year of college who navigate systemic barriers such as racism, inequity, and marginalization (Yosso, 2005). Using a longitudinal quasi-experimental design with propen…
Culturally responsive teaching can protect STEM identity among underrepresented students
While the disparity is narrowing, Hispanic/Latinx students remain underrepresented in science, technology, engineering, and mathematics (STEM) majors. Prior research has shown that STEM identity is an important predictor of a sense of belonging and persistence for underrepresented minorities in STEM. Guided by social identity theory, the present study examined how culturally responsive teaching practices (CRTP) interact with negative ingroup ster…
Career Development and Diversity (15 works) · Psychology (14 works) · Social Psychology (11 works) · Education, Achievement, and Giftedness (7 works) · Developmental psychology (6 works) · Social Psychology (5 works) · Ethnic group (4 works) · Medicine (4 works) · Pedagogy (4 works) · Social and Intergroup Psychology (4 works)