Monique Harrison
Biographic Data
| ID | 3596860 |
|---|---|
| NAME | Monique Harrison |
| GIVEN NAMES | Monique |
| FAMILY NAME | Harrison |
| SIGNATURE | HARRISON M |
| AFFILIATIONS | Stanford University, Stanford, CA, USA |
| ORCID | 0000-0002-2181-130X |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 12 |
| AUTHOR COUNT | 4 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2022 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
Offering safe passage
While copious research documents that early grades in college are fateful for persistence in STEM fields, social scientists have seldom considered how grading systems themselves might influence STEM progress. Drawing on university-wide transcript data and longitudinal interview data from a cohort of undergraduates moving through an elite university, I show that a university-wide transition from A-F to pass/fail grades during the COVID-19 pandemic…
Nuance in “No Excuses”
“No Excuses” charter schools are at the center of many debates in education policy. First, what accounts for their test success, excellent learning environments or merely test preparation? Second, are strict behavior policies necessary to create efficient learning environments or are they harmful to students and their ability to navigate authority? This study uses classroom observations, student surveys, and interviews of administrators, teachers…
Supporting interviews with technology
The interview experience is only one component of the process of interviewing – software programmes can coordinate the pre-interview steps and begin a digitally-mediated relationship with participants long before the actual interview commences. This essay provides examples of how researchers can maximise their time and energy by digitally coordinating the steps of the interview process, thus reducing the logistical time and stress for all involve…
Should I Start at Math 101? Content Repetition as an Academic Strategy in Elective Curriculums
How do undergraduates make their first course decisions, and are these decisions fateful? Drawing on serial interviews (N = 200) of 53 students at an admissions-selective university, we show that incoming students with disparate precollege experiences differ in their orientations toward and strategies for considering first college math courses. Content repeaters opt for courses that repeat material covered in prior coursework, whereas novices opt…
Should I Start at Math 101? Content Repetition as an Academic Strategy in Elective Curriculums
How do undergraduates make their first course decisions, and are these decisions fateful? Drawing on serial interviews (N = 200) of 53 students at an admissions-selective university, we show that incoming students with disparate precollege experiences differ in their orientations toward and strategies for considering first college math courses. Content repeaters opt for courses that repeat material covered in prior coursework, whereas novices opt…
Offering safe passage
While copious research documents that early grades in college are fateful for persistence in STEM fields, social scientists have seldom considered how grading systems themselves might influence STEM progress. Drawing on university-wide transcript data and longitudinal interview data from a cohort of undergraduates moving through an elite university, I show that a university-wide transition from A-F to pass/fail grades during the COVID-19 pandemic…
Supporting interviews with technology
The interview experience is only one component of the process of interviewing – software programmes can coordinate the pre-interview steps and begin a digitally-mediated relationship with participants long before the actual interview commences. This essay provides examples of how researchers can maximise their time and energy by digitally coordinating the steps of the interview process, thus reducing the logistical time and stress for all involve…
Should I Start at Math 101? Content Repetition as an Academic Strategy in Elective Curriculums
How do undergraduates make their first course decisions, and are these decisions fateful? Drawing on serial interviews (N = 200) of 53 students at an admissions-selective university, we show that incoming students with disparate precollege experiences differ in their orientations toward and strategies for considering first college math courses. Content repeaters opt for courses that repeat material covered in prior coursework, whereas novices opt…
Nuance in “No Excuses”
“No Excuses” charter schools are at the center of many debates in education policy. First, what accounts for their test success, excellent learning environments or merely test preparation? Second, are strict behavior policies necessary to create efficient learning environments or are they harmful to students and their ability to navigate authority? This study uses classroom observations, student surveys, and interviews of administrators, teachers…
Offering safe passage
While copious research documents that early grades in college are fateful for persistence in STEM fields, social scientists have seldom considered how grading systems themselves might influence STEM progress. Drawing on university-wide transcript data and longitudinal interview data from a cohort of undergraduates moving through an elite university, I show that a university-wide transition from A-F to pass/fail grades during the COVID-19 pandemic…
Mathematics education (3 works) · Psychology (3 works) · Sociology (3 works) · Engineering (2 works) · Pedagogy (2 works) · School Choice and Performance (2 works) · Academic achievement (1 works) · Career Development and Diversity (1 works) · Charter (1 works) · Charter school (1 works)