Seong Won Han
Biographic Data
| ID | 4274397 |
|---|---|
| NAME | Seong Won Han |
| GIVEN NAMES | Seong Won |
| FAMILY NAME | Han |
| SIGNATURE | HAN S W |
| AFFILIATIONS | University at Buffalo, State University of New York |
| ORCID | 0000-0002-3676-2483 |
| VERIFIED | Yes |
| TOTAL WORKS | 15 |
| TOTAL CITATIONS | 25 |
| AUTHOR COUNT | 15 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2016 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
Socioeconomic inequalities in digital practices and outcomes
Growth Mindsets and Achievement
INTRODUCTION: Developing students' transversal skills, such as creativity, alongside strong academic foundations, has become an increasing priority for education systems worldwide. However, most existing research on mindsets and achievement has focused on general intelligence growth mindsets or growth mindsets in academic domains, particularly mathematics, leaving the role of mindsets in transversal skill development largely unexplored. METHODS: …
Social and emotional skills and young people's expectations of social status and mobility
Who benefits from high school exit exams? Examining variations in math course-taking by abilities and socioeconomic status
Using the High School Longitudinal Study of 2009, the association between high school exit exams and mathematics course-taking patterns is explored. Exit exams are linked to a decreased likelihood of students taking upward-bound mathematics during their four years of high school. Exit exams are also associated with fewer mathematics credits earned. However, exit exams are linked to increased likelihood of students completing Precalculus or higher…
Shattering monolithic myths
Gender differences in collaborative problem-solving skills in a cross-country perspective
Effective collaborative problem solving comprises cognitive dimensions, in which men tend to outperform women, and social dimensions in which women tend to outperform men. We extend research on between-country differences in gender gaps by considering collaborative problem solving and its association with two indicators of societal-level gender inequality. The first indicator reflects women's underrepresentation in the labor market and politics. …
On Track or Off Track? Identifying a Typology of Math Course-Taking Sequences in U.S. High Schools
The authors examine students’ linear progression histories in mathematics throughout high school years, using the High School Longitudinal Study of 2009. Although scholars have attended to this before, the authors provide a new organizing framework for thousands of heterogenous mathematics course-taking sequences. Using cluster analysis, the authors identify eight distinctive course-taking sequence typologies. Approximately 45 percent of students…
Gender disparities in fear of failure among 15‐year‐old students
INTRODUCTION: Prior research indicates that female students express higher fear of failure than male students and that fear of failure is associated with lower social and emotional well-being and higher levels of stress, anxiety, burnout and depression. Fear of failure also leads individuals to limit their choices and take fewer risks than would be warranted given their ability and context to minimise the possibility of failing. METHODS: We exami…
Complexifying Asian American student pathways to STEM majors
Despite growing diversity among Asian Americans, little attention has been given to the diverse experiences and outcomes of Asian American subgroups in science, technology, engineering, and mathematics (STEM) fields. Using a nationally representative data set, High School Longitudinal Study of 2009 (HSLS:09), this study examines Asian American students’ various pathways of entrance into STEM majors by college selectivity. Results show different p…
Why don’t more boys want to become teachers? The effect of a gendered profession on students’ career expectations
Students' teaching career expectations by gender and ability levels in science and math
Understanding what factors foster young people's aspirations to work as teachers is critical for designing effective recruitment policies, and for ensuring that enough youngsters enter the teaching profession. We examine what factors explain between‐country differences in the percentage of 15‐year‐old students who expect to work as teachers as adults. We focus on two factors: (1) the salaries teachers can expect to earn compared to professionals …
Who expects to become a teacher? The role of educational accountability policies in international perspective
What Motivates High School Students to Want to Be Teachers? The Role of Salary, Working Conditions, and Societal Evaluations About Occupations in a Comparative Perspective
This study examines between-country differences in the degree to which teachers’ working conditions, salaries, and societal evaluations about desirable job characteristics are associated with students’ teaching career expectations. Three-level hierarchical generalized linear models are employed to analyze cross-national data from the Programme for International Student Assessment (PISA). Results reveal that teacher salaries and societal evaluatio…
School-based teacher hiring and achievement inequality
National education systems and gender gaps in STEM occupational expectations
What Motivates High School Students to Want to Be Teachers? The Role of Salary, Working Conditions, and Societal Evaluations About Occupations in a Comparative Perspective
This study examines between-country differences in the degree to which teachers’ working conditions, salaries, and societal evaluations about desirable job characteristics are associated with students’ teaching career expectations. Three-level hierarchical generalized linear models are employed to analyze cross-national data from the Programme for International Student Assessment (PISA). Results reveal that teacher salaries and societal evaluatio…
National education systems and gender gaps in STEM occupational expectations
Who expects to become a teacher? The role of educational accountability policies in international perspective
Complexifying Asian American student pathways to STEM majors
Despite growing diversity among Asian Americans, little attention has been given to the diverse experiences and outcomes of Asian American subgroups in science, technology, engineering, and mathematics (STEM) fields. Using a nationally representative data set, High School Longitudinal Study of 2009 (HSLS:09), this study examines Asian American students’ various pathways of entrance into STEM majors by college selectivity. Results show different p…
On Track or Off Track? Identifying a Typology of Math Course-Taking Sequences in U.S. High Schools
The authors examine students’ linear progression histories in mathematics throughout high school years, using the High School Longitudinal Study of 2009. Although scholars have attended to this before, the authors provide a new organizing framework for thousands of heterogenous mathematics course-taking sequences. Using cluster analysis, the authors identify eight distinctive course-taking sequence typologies. Approximately 45 percent of students…
National education systems and gender gaps in STEM occupational expectations
School-based teacher hiring and achievement inequality
Who expects to become a teacher? The role of educational accountability policies in international perspective
What Motivates High School Students to Want to Be Teachers? The Role of Salary, Working Conditions, and Societal Evaluations About Occupations in a Comparative Perspective
This study examines between-country differences in the degree to which teachers’ working conditions, salaries, and societal evaluations about desirable job characteristics are associated with students’ teaching career expectations. Three-level hierarchical generalized linear models are employed to analyze cross-national data from the Programme for International Student Assessment (PISA). Results reveal that teacher salaries and societal evaluatio…
Why don’t more boys want to become teachers? The effect of a gendered profession on students’ career expectations
Students' teaching career expectations by gender and ability levels in science and math
Understanding what factors foster young people's aspirations to work as teachers is critical for designing effective recruitment policies, and for ensuring that enough youngsters enter the teaching profession. We examine what factors explain between‐country differences in the percentage of 15‐year‐old students who expect to work as teachers as adults. We focus on two factors: (1) the salaries teachers can expect to earn compared to professionals …
Gender disparities in fear of failure among 15‐year‐old students
INTRODUCTION: Prior research indicates that female students express higher fear of failure than male students and that fear of failure is associated with lower social and emotional well-being and higher levels of stress, anxiety, burnout and depression. Fear of failure also leads individuals to limit their choices and take fewer risks than would be warranted given their ability and context to minimise the possibility of failing. METHODS: We exami…
Complexifying Asian American student pathways to STEM majors
Despite growing diversity among Asian Americans, little attention has been given to the diverse experiences and outcomes of Asian American subgroups in science, technology, engineering, and mathematics (STEM) fields. Using a nationally representative data set, High School Longitudinal Study of 2009 (HSLS:09), this study examines Asian American students’ various pathways of entrance into STEM majors by college selectivity. Results show different p…
Gender differences in collaborative problem-solving skills in a cross-country perspective
Effective collaborative problem solving comprises cognitive dimensions, in which men tend to outperform women, and social dimensions in which women tend to outperform men. We extend research on between-country differences in gender gaps by considering collaborative problem solving and its association with two indicators of societal-level gender inequality. The first indicator reflects women's underrepresentation in the labor market and politics. …
On Track or Off Track? Identifying a Typology of Math Course-Taking Sequences in U.S. High Schools
The authors examine students’ linear progression histories in mathematics throughout high school years, using the High School Longitudinal Study of 2009. Although scholars have attended to this before, the authors provide a new organizing framework for thousands of heterogenous mathematics course-taking sequences. Using cluster analysis, the authors identify eight distinctive course-taking sequence typologies. Approximately 45 percent of students…
Who benefits from high school exit exams? Examining variations in math course-taking by abilities and socioeconomic status
Using the High School Longitudinal Study of 2009, the association between high school exit exams and mathematics course-taking patterns is explored. Exit exams are linked to a decreased likelihood of students taking upward-bound mathematics during their four years of high school. Exit exams are also associated with fewer mathematics credits earned. However, exit exams are linked to increased likelihood of students completing Precalculus or higher…
Shattering monolithic myths
Socioeconomic inequalities in digital practices and outcomes
Growth Mindsets and Achievement
INTRODUCTION: Developing students' transversal skills, such as creativity, alongside strong academic foundations, has become an increasing priority for education systems worldwide. However, most existing research on mindsets and achievement has focused on general intelligence growth mindsets or growth mindsets in academic domains, particularly mathematics, leaving the role of mindsets in transversal skill development largely unexplored. METHODS: …
Social and emotional skills and young people's expectations of social status and mobility
Psychology (10 works) · Mathematics education (7 works) · Political science (7 works) · Sociology (7 works) · School Choice and Performance (5 works) · Demographic economics (4 works) · Education, Achievement, and Giftedness (4 works) · Pedagogy (4 works) · Socioeconomic status (4 works) · Teacher Professional Development and Motivation (4 works)