Catherine Riegle-Crumb

Biographic Data

ID224933
NAMECatherine Riegle-Crumb
GIVEN NAMESCatherine
FAMILY NAMERiegle-Crumb
SIGNATURERIEGLE-CRUMB C
AFFILIATIONSThe University of Texas at Austin
ORCID0000-0003-0855-3614
VERIFIEDYes
TOTAL WORKS33
TOTAL CITATIONS649
AUTHOR COUNT33
EDITOR COUNT0
FIRST PUBLICATION YEAR1997
LATEST PUBLICATION YEAR2025
H-INDEX13

  • Gender Essentialist Beliefs Among Women Engineers in College: Variation by Race and Social Class and Implications for Inequality

    Open AccessCatherine Riegle-Crumb, Ursula Nguyen et al.ARTICLESex Roles2025References: 10

    Gender essentialism refers to commonly held cultural beliefs that men and women are innately different, comprising mutually exclusive gender groups that each have natural interests, preferences, and skills which differentiate them from one another. Utilizing cross-sectional data from an online survey collected from a nationwide sample of women college engineers in the United States ( N = 332), this study finds that gender essentialist beliefs amo…

  • Exploring Deficit Beliefs Among High School Math Teachers

    Open AccessJenny Buontempo, Catherine Riegle-Crumb et al.ARTICLEEducational Researcher2025References: 9

    This brief uses national data from the High School Longitudinal Study of 2009 to investigate deficit beliefs, or beliefs that students’ academic underperformance is primarily attributable to deficiencies in their home environments, among high school math teachers. Descriptive results reveal that students in low-level math courses have teachers with more deficit beliefs. Regression results show that net of extensive control variables for both stud…

  • Critical Consciousness of Gender Inequality: Considering the Viewpoints of Racially Diverse High School Girls with Engineering Aspirations

    Open AccessCatherine Riegle-Crumb, Tatiane Russo-Tait et al.ARTICLESociological Perspectives2023References: 55

    This study utilizes interviews with 33 racially diverse high school girls who have expressed interest in engineering careers. Using the framework of critical consciousness and informed by intersectional theories, the authors examine their views about gender inequality in engineering. Results revealed that while most articulated systemic understandings of inequality, Black participants were particularly likely to exhibit this critical reflection. …

  • Changing the gendered status quo in engineering? The encouraging and discouraging experiences of young women with engineering aspirations

    Open AccessUrsula Nguyen, Tatiane Russo-Tait et al.ARTICLEScience Education2022

    Young women remain underrepresented among engineering bachelor's degree holders. While there is a relatively large body of extant research on the many factors that curtail young women's interest in pursuing engineering, less is known about high school girls who are on an engineering pathway. Therefore, this study focuses on a select group of precollege young women who express a strong interest in engineering. Specifically, informed by theories of…

  • Making Merit Work at the Entrance to the Engineering Workforce: Examining Women’s Experiences and Variations by Race/Ethnicity

    Open AccessKatherine Doerr, Catherine Riegle-Crumb et al.ARTICLESex Roles2021Cited by: 9References: 20

  • Examining High School Students' Gendered Beliefs about Math: Predictors and Implications for Choice of STEM College Majors

    Open AccessCatherine Riegle-Crumb, Menglu PengARTICLESociology of Education2021Cited by: 6References: 15

    Utilizing the High School Longitudinal Study, a nationally representative sample of U.S. high school students, this study investigates the factors that predict different beliefs about gendered math ability and the potential consequences for students' choices to enter gender-segregated science, technology, engineering, and mathematics (STEM) majors in college. Among other results, analyses reveal that while about 25 percent of students report a tr…

  • Is School Racial/Ethnic Composition Associated With Content Coverage in Algebra

    Open AccessKarisma Morton, Catherine Riegle-CrumbARTICLEEducational Researcher2020Cited by: 4References: 6

    This brief utilizes data from the U.S. Trends in International Mathematics and Science Study of 2011 (TIMSS) to investigate the extent to which teacher reports of content coverage in eighth grade algebra classes vary according to school racial/ethnic composition. The analytic sample is comprised of eighth grade algebra classrooms in 111 schools across the country, with 9 schools that are predominantly Black, 20 schools that are predominantly Lati…

  • Committed to STEM? Examining Factors that Predict Occupational Commitment among Asian and White Female Students Completing STEM U.S. Postsecondary Programs

    Open AccessCatherine Riegle-Crumb, Menglu Peng et al.ARTICLESex Roles2019Cited by: 1References: 17

  • Does STEM Stand Out? Examining Racial/Ethnic Gaps in Persistence Across Postsecondary Fields

    Open AccessCatherine Riegle-Crumb, Barbara King et al.ARTICLEEducational Researcher2019Cited by: 43References: 26

    Informed by the theoretical lens of opportunity hoarding, this study considers whether STEM postsecondary fields stand apart via the disproportionate exclusion of Black and Latina/o youth. Utilizing national data from the Beginning Postsecondary Study (BPS), the authors investigate whether Black and Latina/o youth who begin college as STEM majors are more likely to depart than their White peers, either by switching fields or by leaving college wi…

  • Perceptions of the Social Relevance of Science: Exploring the Implications for Gendered Patterns in Expectations of Majoring in STEM Fields

    Open AccessSarah Blanchard Kyte, Catherine Riegle-CrumbARTICLESocial Sciences2017Cited by: 8References: 34

    Despite efforts to increase participation in science, technology, engineering and math fields (STEM), the role of students' perceptions of the social relevance of science in guiding their expectations to major in STEM remains largely unexplored. Though science education scholars predict that perceptions of social relevance likely matter equally for boys and girls, gender scholars suggest that these perceptions should matter more for girls than bo…

  • Shifting STEM Stereotypes? Considering the Role of Peer and Teacher Gender

    Open AccessCatherine Riegle-Crumb, Catherine Riegle‐crumb et al.ARTICLEJournal of Research on Adolescence2016Cited by: 3References: 25

    This study builds on research on the power of counter-stereotypical cues, as well as intergroup contact theory, to consider whether interactions with a female teacher and female peers in a high school engineering classroom decrease male students' gender/science, technology, engineering, and math stereotypical beliefs and whether this varies according to the initial strength of their stereotypical views. Analyses reveal that among male students wh…

  • Do They Stay or Do They Go? The Switching Decisions of Individuals Who Enter Gender Atypical College Majors

    Open AccessCatherine Riegle-Crumb, Barbara King et al.ARTICLESex Roles2016Cited by: 10References: 17

  • The Gender Gap in High School Physics: Considering the Context of Local Communities

    Open AccessCatherine Riegle-Crumb, Catherine Riegle‐crumb et al.ARTICLESocial Science Quarterly2014Cited by: 10References: 19

    OBJECTIVES: We focus on variation in gender inequality in physics course-taking, questioning the notion of a ubiquitous male advantage. We consider how inequality in high school physics is related to the context of students' local communities, specifically the representation of women in STEM occupations in the labor force. METHODS: This study uses nationally representative data from the National Longitudinal Study of Adolescent Health (Add Health…

  • 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

    Open AccessCatherine Riegle-Crumb, Barbara King et al.ARTICLEAmerican Educational Research…2012Cited by: 50References: 43

    This article investigates the empirical basis for often-repeated arguments that gender differences in entrance into science, technology, engineering, and mathematics (STEM) majors are largely explained by disparities in prior achievement. Analyses use data from three national cohorts of college matriculates across three decades to consider differences across several indicators of high school math and science achievement at the mean and also at th…

  • Exploring Bias in Math Teachers' Perceptions of Students' Ability by Gender and Race/Ethnicity

    Open AccessCatherine Riegle-Crumb, Melissa HumphriesARTICLEGender & Society2012Cited by: 38References: 40

    This study explores whether gender stereotypes about math ability shape high school teachers' assessments of the students with whom they interact daily, resulting in the presence of conditional bias. It builds on theories of intersectionality by exploring teachers' perceptions of students in different gender and racial/ethnic subgroups and advances the literature on the salience of gender across contexts by considering variation across levels of …

  • Who wants to have a career in science or math? exploring adolescents' future aspirations by gender and race/ethnicity

    Open AccessCatherine Riegle-Crumb, Catherine Riegle‐crumb et al.ARTICLEScience Education2011

    Our study utilizes data from a national cohort of eighth‐grade students to consider how different gender and racial/ethnic subgroups compare to White males in their likelihood to aspire toward a science or math occupation and examine the roles that self‐concept, enjoyment, and achievement may play in shaping disparities at this early point in occupational trajectories. We find that the importance of enjoyment, self‐concept, and achievement in exp…

  • Questioning a White Male Advantage in STEM: Examining Disparities in College Major by Gender and Race/Ethnicity

    Open AccessCatherine Riegle-Crumb, Barbara KingARTICLEEducational Researcher2010Cited by: 62References: 23

    The authors analyze national data on recent college matriculants to investigate gender and racial/ethnic disparities in STEM fields, with an eye toward the role of academic preparation and attitudes in shaping such disparities. Results indicate that physical science/engineering (PS/E) majors are dominated by men, but not, however, disproportionately by White men. After accounting for high school preparation, the odds of declaring a PS/E major are…

  • Those Who Choose and Those Who Don't: Social Background and College Orientation

    Open AccessE Grodsky, Catherine Riegle-CrumbARTICLEThe Annals of the American…2010Cited by: 37References: 18

    Empirical research on the decision to attend college is predicated largely on the assumption that students make conscious, utility-maximizing decisions about their educational careers. For many students this may not be the case; in fact, the authors find that a large share of students assume from a young age that they will attend college, exhibiting what might be called a college-going habitus. Consistent with critical arguments about how social …

  • Racial-Ethnic Differences at the Intersection of Math Course-taking and Achievement

    Open AccessCatherine Riegle-Crumb, E GrodskyARTICLESociology of Education2010Cited by: 30References: 55

    Despite increases in the representation of African American and Hispanic youth in advanced math courses in high school over the past two decades, recent national reports indicate that substantial inequality in achievement remains. These inequalities can temper one's optimism about the degree to which the United States has made real progress toward educational equity. Using data from the Education Longitudinal Study of 2002 (ELS), the authors find…

  • Gender, Education and

    Open AccessJennifer Pearson, Catherine Riegle-Crumb et al.OTHERThe Blackwell Encyclopedia of…2009

    Social scientists and educational researchers paid relatively little attention to issues of gender in education until the 1970s, when questions emerged concerning equity in girls' and women's access to education across the world. Researchers documented a link between increasing rates of female education in developing countries and a subsequent decline in fertility rates (e.g., Boserup 1970). In the context of an emerging global economy, increasin…

  • Gendered Fields: Sports and Advanced Course Taking in High School

    Open AccessJennifer Pearson, Sarah R Crissey et al.ARTICLESex Roles2009Cited by: 1References: 9

  • Exploring the Academic Benefits of Friendship Ties for Latino Boys and Girls

    Open AccessCatherine Riegle-Crumb, Catherine Riegle‐crumb et al.ARTICLESocial Science Quarterly2009Cited by: 11References: 25

    Objectives. We examine how the racial/ethnic and generational status composition of Latino students' friendship groups is related to their academic achievement and whether there are differential effects by gender. Methods. We use multivariate regression analyses to examine the effects of friends' characteristics on Latino students' end of high school grades, utilizing data from the Adolescent Health and Academic Achievement Study (AHAA), and its …

  • Class Composition: Socioeconomic Characteristics of Coursemates and College Enrollment

    Open AccessK H Choi, R Kelly Raley et al.ARTICLESocial Science Quarterly2008Cited by: 25References: 20

    Objective. We investigate how a student's social climate in school, specifically the percentage of coursemates whose parents are college educated, influences the likelihood of enrolling in a four‐year college. Methods. Using Add Health and AHAA data, we employ hierarchical logistic regression models to analyze how the socioeconomic characteristics of coursemates influence four‐year college enrollment. Results. We find evidence that taking courses…

  • The Social Dynamics of Mathematics Coursetaking in High School

    Kenneth A Frank, Chandra Muller et al.ARTICLEAmerican Journal of Sociology2008Cited by: 73References: 89

    This study examines how high school boys' and girls' academic effort, in the form of math coursetaking, is influenced by members of their social contexts. The authors argue that adolescents' social contexts are defined, in part, by clusters of students (termed "local positions") who take courses that differentiate them from others. Using course transcript data from the recent Adolescent Health and Academic Achievement Study, the authors employ a …

  • Puberty and the Education of Girls

    Open AccessShannon Cavanagh, Shannon E Cavanagh et al.ARTICLESocial Psychology Quarterly2007Cited by: 8References: 28

    This study extends previous research on the social psychological implications of pubertal timing to education by applying a life course framework to data from the National Longitudinal Study of Adolescent Health and from the Adolescent Health and Academic Achievement Study. Early pubertal timing, which has previously been associated with major social psychological changes in girls' lives during middle school, predicted girls' grade point average …