Jacqueline Cerda‐smith
Biographic Data
| ID | 4460110 |
|---|---|
| NAME | Jacqueline Cerda‐smith |
| GIVEN NAMES | Jacqueline |
| FAMILY NAME | Cerda‐smith |
| SIGNATURE | SMITH J C |
| AFFILIATIONS | North Carolina State University |
| ORCID | 0000-0002-8094-8752 |
| VERIFIED | Yes |
| TOTAL WORKS | 14 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 14 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2022 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
How School Racial Climate Creates Opportunity Structures for Belonging: A Systematic Review with Meta-Analysis
School belonging is a fundamental need that describes how much one feels they fit in, are valued, and accepted within a school (Goodenow, Psychology in the Schools 30:79–90, 1993). In this paper, we explore how racialization and racism contribute to opportunity structures for belonging (Gray et al., Educational Psychologist 53:97–113, 2018) through school racial climate and report on a meta-analysis of the associations between dimensions of schoo…
“A different pair of glasses”: Impacts of a school-based antiracist program on student and teacher critical race consciousness
Adolescent Daily Critical Action During the 2024 US Election
The 2024 US election was stressful. Taking critical actions (i.e., behaviors that address social or economic inequality) may reduce or exacerbate election stress and negative emotions. This daily diary study, spanning 20 consecutive days throughout the 2024 election, takes an exploratory and descriptive approach to understand adolescents’ daily critical action and its association with political stress and emotions. Participants ( N = 32, M age = …
Awe in nature fosters science identity and belonging in participatory scientists during an eclipse
The interactions between people and nature are complex, with research suggesting that people often report feeling awe in nature, including in relation to eclipses. Less is known about if feelings of awe in nature can drive science outcomes. The current study aimed to understand the relationship between observing a total eclipse in nature, awe and science identity and belonging for individuals involved in a participatory science study of animal be…
Daily fluctuations in adolescents’ political stress
This study explored adolescents' daily political stress during the 2024 US election and how proximal and distal factors shaped stress. Participants completed surveys for 20 consecutive days before, during, and after the election. At baseline, they reported perceptions of peer and family election‐related experiences and anticipated election impact. Daily surveys captured their daily political stress and election‐related exposure. The final sample …
Longitudinal associations between critical consciousness, school racial climate, and belonging in school
The dual pandemics (i.e. COVID-19 and racial injustice) in the United States offer a unique socio-historical context to explore adolescents' belonging, perceptions of school racial climate, and critical reflection (i.e. awareness of social inequality). Longitudinal data were collected at four points from 906 students attending a public high school in the Southeastern United States. Students completed questionnaires regarding their belonging, crit…
Adolescents’ Advanced STEM Course Intentions: Predictors and Reasoning
Taking advanced science, technology, engineering, and mathematics (STEM) courses in high school can support persistence in STEM. Given gender enrollment inequities in many advanced STEM courses, the current study explored potential gender differences in predictors of and reasoning about advanced STEM course intentions in a sample of high school students. Participants (N = 750, Mage = 15.10 years, SD = 0.83, 50.5% boys) attending five public high …
Pathways to Youth Activism Orientation in STEM: The Role of STEM Classroom Inclusivity and Motivational Beliefs
A Latent Class Analysis Predicting STEM Career Interest and Perceptions of Barriers
During adolescence, individuals make key decisions about coursework, and career paths, including paths toward careers in science, technology, engineering, and mathematics (STEM). This study identified groups of adolescents who vary in STEM career interests, feelings of support, and perceptions of barriers in STEM and explored what factors predict group membership. Using a latent class analysis with a sample of 473 9th and 10th grade students from…
Patterns of ethnic–racial identity and critical consciousness and associations with science, technology, engineering, and math engagement and perceived barriers: A latent class analysis of youth of co…
Findings highlight the critical link between ERI and CC as promotive factors for academic engagement for racially minoritized youth in STEM and promote awareness of STEM-related barriers that may be useful to prepare and navigate future STEM challenges. (PsycInfo Database Record (c) 2025 APA, all rights reserved)
Adolescents' evaluations of peer and teacher unfair treatment in science, technology, engineering, and mathematics classes: Expected interventions
This study explores adolescents' evaluations of unfair teacher and peer behavior in science, technology, engineering, and mathematics (STEM) classes. Participants included ninth and tenth grade students from five public schools in the Southeastern United States, (N = 577, 45.9% female, 49% male, 5% other/prefer not to say/unsure). Students were ethnically representative of their communities: 48% White/European American, 22.7% Black/African Americ…
STEM‐related outcomes for adolescents with differing perceptions of school racial climate: A latent class analysis
Racially minoritized groups are underrepresented in science, technology, engineering, and math (STEM) degree programs and careers, warranting the need to examine students' racialized experiences in K‐12 settings that may influence their STEM persistence. In particular, the current study explored adolescent perceptions of school racial climate (SRC) as a potential contributor to pre‐college racial disparities in STEM. We used latent class analysis…
Factors that predict adolescents' engagement with STEM in and out of school
Maintaining adolescents' engagement with STEM (science, technology, engineering, and math) in and out of school may help ensure that adolescents are prepared to enter the STEM workforce. This study aims to extend prior work by documenting internal and external factors that matter for both STEM class engagement as well as engagement with STEM outside of school through STEM activism. Participants included ninth and tenth grade students ( N = 852) f…
The role of inclusion, discrimination, and belonging for adolescent Science, Technology, Engineering and Math engagement in and out of school
Women and ethnic minoritized individuals are underrepresented in science, technology, engineering, and mathematics (STEM) domains in postsecondary education and in the workforce. The aim of the current study was to examine whether adolescents' perceptions of inclusivity, belonging, and discrimination in high school STEM classes are related to their STEM class engagement in and outside of school. In this study, ethnically diverse 9th–12th grade hi…
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The role of inclusion, discrimination, and belonging for adolescent Science, Technology, Engineering and Math engagement in and out of school
Women and ethnic minoritized individuals are underrepresented in science, technology, engineering, and mathematics (STEM) domains in postsecondary education and in the workforce. The aim of the current study was to examine whether adolescents' perceptions of inclusivity, belonging, and discrimination in high school STEM classes are related to their STEM class engagement in and outside of school. In this study, ethnically diverse 9th–12th grade hi…
STEM‐related outcomes for adolescents with differing perceptions of school racial climate: A latent class analysis
Racially minoritized groups are underrepresented in science, technology, engineering, and math (STEM) degree programs and careers, warranting the need to examine students' racialized experiences in K‐12 settings that may influence their STEM persistence. In particular, the current study explored adolescent perceptions of school racial climate (SRC) as a potential contributor to pre‐college racial disparities in STEM. We used latent class analysis…
Factors that predict adolescents' engagement with STEM in and out of school
Maintaining adolescents' engagement with STEM (science, technology, engineering, and math) in and out of school may help ensure that adolescents are prepared to enter the STEM workforce. This study aims to extend prior work by documenting internal and external factors that matter for both STEM class engagement as well as engagement with STEM outside of school through STEM activism. Participants included ninth and tenth grade students ( N = 852) f…
Patterns of ethnic–racial identity and critical consciousness and associations with science, technology, engineering, and math engagement and perceived barriers: A latent class analysis of youth of co…
Findings highlight the critical link between ERI and CC as promotive factors for academic engagement for racially minoritized youth in STEM and promote awareness of STEM-related barriers that may be useful to prepare and navigate future STEM challenges. (PsycInfo Database Record (c) 2025 APA, all rights reserved)
Adolescents' evaluations of peer and teacher unfair treatment in science, technology, engineering, and mathematics classes: Expected interventions
This study explores adolescents' evaluations of unfair teacher and peer behavior in science, technology, engineering, and mathematics (STEM) classes. Participants included ninth and tenth grade students from five public schools in the Southeastern United States, (N = 577, 45.9% female, 49% male, 5% other/prefer not to say/unsure). Students were ethnically representative of their communities: 48% White/European American, 22.7% Black/African Americ…
Longitudinal associations between critical consciousness, school racial climate, and belonging in school
The dual pandemics (i.e. COVID-19 and racial injustice) in the United States offer a unique socio-historical context to explore adolescents' belonging, perceptions of school racial climate, and critical reflection (i.e. awareness of social inequality). Longitudinal data were collected at four points from 906 students attending a public high school in the Southeastern United States. Students completed questionnaires regarding their belonging, crit…
Adolescents’ Advanced STEM Course Intentions: Predictors and Reasoning
Taking advanced science, technology, engineering, and mathematics (STEM) courses in high school can support persistence in STEM. Given gender enrollment inequities in many advanced STEM courses, the current study explored potential gender differences in predictors of and reasoning about advanced STEM course intentions in a sample of high school students. Participants (N = 750, Mage = 15.10 years, SD = 0.83, 50.5% boys) attending five public high …
Pathways to Youth Activism Orientation in STEM: The Role of STEM Classroom Inclusivity and Motivational Beliefs
A Latent Class Analysis Predicting STEM Career Interest and Perceptions of Barriers
During adolescence, individuals make key decisions about coursework, and career paths, including paths toward careers in science, technology, engineering, and mathematics (STEM). This study identified groups of adolescents who vary in STEM career interests, feelings of support, and perceptions of barriers in STEM and explored what factors predict group membership. Using a latent class analysis with a sample of 473 9th and 10th grade students from…
How School Racial Climate Creates Opportunity Structures for Belonging: A Systematic Review with Meta-Analysis
School belonging is a fundamental need that describes how much one feels they fit in, are valued, and accepted within a school (Goodenow, Psychology in the Schools 30:79–90, 1993). In this paper, we explore how racialization and racism contribute to opportunity structures for belonging (Gray et al., Educational Psychologist 53:97–113, 2018) through school racial climate and report on a meta-analysis of the associations between dimensions of schoo…
“A different pair of glasses”: Impacts of a school-based antiracist program on student and teacher critical race consciousness
Adolescent Daily Critical Action During the 2024 US Election
The 2024 US election was stressful. Taking critical actions (i.e., behaviors that address social or economic inequality) may reduce or exacerbate election stress and negative emotions. This daily diary study, spanning 20 consecutive days throughout the 2024 election, takes an exploratory and descriptive approach to understand adolescents’ daily critical action and its association with political stress and emotions. Participants ( N = 32, M age = …
Awe in nature fosters science identity and belonging in participatory scientists during an eclipse
The interactions between people and nature are complex, with research suggesting that people often report feeling awe in nature, including in relation to eclipses. Less is known about if feelings of awe in nature can drive science outcomes. The current study aimed to understand the relationship between observing a total eclipse in nature, awe and science identity and belonging for individuals involved in a participatory science study of animal be…
Daily fluctuations in adolescents’ political stress
This study explored adolescents' daily political stress during the 2024 US election and how proximal and distal factors shaped stress. Participants completed surveys for 20 consecutive days before, during, and after the election. At baseline, they reported perceptions of peer and family election‐related experiences and anticipated election impact. Daily surveys captured their daily political stress and election‐related exposure. The final sample …
Psychology (9 works) · Career Development and Diversity (7 works) · Developmental psychology (7 works) · Social Psychology (6 works) · Youth Development and Social Support (6 works) · Education, Achievement, and Giftedness (5 works) · Mathematics education (4 works) · Pedagogy (4 works) · Perception (4 works) · Social Psychology (4 works)