Krista L Lucas
Biographic Data
| ID | 5664325 |
|---|---|
| NAME | Krista L Lucas |
| GIVEN NAMES | Krista L |
| FAMILY NAME | Lucas |
| SIGNATURE | LUCAS K L |
| AFFILIATIONS | Pepperdine University |
| ORCID | 0000-0001-5468-7651 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 5 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2009 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 0 |
Science Identity in Undergraduates
We argue it is important for everyone to possess basic scientific literacy for multiple reasons. Viewing oneself as a science person or not can impact one’s confidence and willingness to engage with science content thereby improving science literacy. Identifying as a science person may develop early but is not fixed and may shift through science identity work. We investigated science identity views between STEM (science, technology, engineering, …
The Importance of a Title V Center for “People Like Me”
When students can find commonalities with others at a university in terms of race, ethnicity, or first-generation status, they also build a strong identity and, in turn, find a sense of belonging. We studied a Title V student center, “The Center,” at a Hispanic-Serving Institution, using a counterspaces framework to understand how minoritized and first-generation students saw themselves reflected in a Title V center and how this reflection indica…
Undergraduates’ Sense of Belonging, Community, and Support at a Title V Center
This study examined undergraduate survey responses about a Title V center at a research university. Using a counterspaces framework, we analyzed the ways in which this Title V center provided first-generation and minoritized college students with academic and non-academic supports and a sense of community and belonging. Analyses illustrated that students felt that the center acted as a counterspace, highlighting how such centers can support and r…
A Title V Center as a Counterspace for Underrepresented Minority and First-Generation College Students
This study examined a Title V Student Center within a Hispanic Serving Institution and how it acted as a counterspace for undergraduate students. The Center provided multiple academic and non-academic supports that students utilized, including mentoring, office hours, and programming. It also provided a place for community development, offering a sense of safety, encouragement, and belonging. This study contributes to limited research on Title V …
Pathologizing the Language and Culture of Poor Children
There has been a resurgence of deficit discourses that implicate deficiencies in the language and culture of poor students as the cause of their academic failures. An influential study by Betty Hart and Todd Risley concludes that high levels of academic failure among poor children can be linked to the quantity and quality of language interactions among poor children and their parents. However, strong claims about the language and culture of poor …
No prominent works on this page.
Pathologizing the Language and Culture of Poor Children
There has been a resurgence of deficit discourses that implicate deficiencies in the language and culture of poor students as the cause of their academic failures. An influential study by Betty Hart and Todd Risley concludes that high levels of academic failure among poor children can be linked to the quantity and quality of language interactions among poor children and their parents. However, strong claims about the language and culture of poor …
A Title V Center as a Counterspace for Underrepresented Minority and First-Generation College Students
This study examined a Title V Student Center within a Hispanic Serving Institution and how it acted as a counterspace for undergraduate students. The Center provided multiple academic and non-academic supports that students utilized, including mentoring, office hours, and programming. It also provided a place for community development, offering a sense of safety, encouragement, and belonging. This study contributes to limited research on Title V …
Undergraduates’ Sense of Belonging, Community, and Support at a Title V Center
This study examined undergraduate survey responses about a Title V center at a research university. Using a counterspaces framework, we analyzed the ways in which this Title V center provided first-generation and minoritized college students with academic and non-academic supports and a sense of community and belonging. Analyses illustrated that students felt that the center acted as a counterspace, highlighting how such centers can support and r…
Science Identity in Undergraduates
We argue it is important for everyone to possess basic scientific literacy for multiple reasons. Viewing oneself as a science person or not can impact one’s confidence and willingness to engage with science content thereby improving science literacy. Identifying as a science person may develop early but is not fixed and may shift through science identity work. We investigated science identity views between STEM (science, technology, engineering, …
The Importance of a Title V Center for “People Like Me”
When students can find commonalities with others at a university in terms of race, ethnicity, or first-generation status, they also build a strong identity and, in turn, find a sense of belonging. We studied a Title V student center, “The Center,” at a Hispanic-Serving Institution, using a counterspaces framework to understand how minoritized and first-generation students saw themselves reflected in a Title V center and how this reflection indica…
Psychology (5 works) · Sociology (5 works) · Mathematics education (4 works) · Pedagogy (4 works) · Higher Education Research Studies (3 works) · Political science (3 works) · Center (category theory (2 works) · Community college (2 works) · Critical Race Theory in Education (2 works) · Higher education (2 works)