Sandra D Simpkins
Biographic Data
| ID | 5761753 |
|---|---|
| NAME | Sandra D Simpkins |
| GIVEN NAMES | Sandra D |
| FAMILY NAME | Simpkins |
| SIGNATURE | SIMPKINS S D |
| AFFILIATIONS | School of Education University of California Irvine California USA |
| VERIFIED | No |
| TOTAL WORKS | 21 |
| TOTAL CITATIONS | 153 |
| WORKS AS AUTHOR | 21 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2005 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 4 |
Addressing inequities in STEM through culturally responsive practices in an after-school math enrichment activity
The relations between math expectancy-value belief development and STEM outcomes among Asian and Latine adolescents
Organized After-School Activity and Adolescents’ Ethnic-Racial Identity
Ethnic-racial identity is an important developmental outcome, particularly for adolescents of color. Understanding the contextual factors that support this outcome is important for promoting their overall positive development. Organized after-school activities offer a promising structural support for ethnic-racial identity development, yet little is known about the specific mechanisms within activities that support this process. This systematic l…
Changes in math motivation profiles among adolescents with non-college-educated parents
Students whose parents have less than a 4-year college degree remain underrepresented in math-intensive majors compared to students with college-educated parents. However, support from parents and teachers may help close these gaps in high school. To explore this, we examined changes in the patterns of high school students' math motivational beliefs in a nationally representative U.S. sample of 7,600 adolescents whose parents had less than a 4-ye…
Girls and Boys Typically Have Similar Math Value Beliefs
INTRODUCTION: Individuals' math value beliefs are theorized to influence who persists in STEM. However, the existing findings on gender differences in adolescents' math value beliefs are inconsistent. The goal of this study was to use three existing datasets to help clarify when gender differences emerge for high school adolescents and for whom (i.e., adolescents across historical time, grade level, and race/ethnicity). Specifically, we examined …
Longitudinal associations between adolescent out‐of‐school time and adult substance use
INTRODUCTION: Based on Bronfenbrenner's bioecological theory and Bornstein's specificity principle, the purpose of this study was to examine adolescents' time in out-of-school settings as a precursor of three types of problematic substance use in adulthood (i.e., binge drinking, regular marijuana use, and use of illicit drugs). METHOD: Adolescents (N = 978) reported the time they spent in four common out-of-school settings at ages 15 and 18: unsu…
Culturally Responsive Practices
High‐quality afterschool programs (ASPs) are opportunities to diversify the ways that Latinx youth from economically underprivileged communities experience STEM learning. Utilizing qualitative methods, based on the experiences and perspectives of low‐income Latinx middle school participants of a math enrichment ASP in Southern California, we identified four culturally responsive practices: (1) the promotion of an inclusive, safe, and respectful p…
Developmental Trajectories of Science Identity Beliefs
Though adolescents’ science identity beliefs predict positive STEM outcomes, researchers have yet to examine developmental differences within racial/ethnic groups despite theoretical arguments for such studies. The current study examined science identity trajectories for Black (14%), Latinx (22%), Asian (4%), and White (52%) students ( N = 21,170; 50% girls) from 9 th grade to three years post-high school and the variability within each racial/et…
How do middle school girls of color develop STEM identities? Middle school girls’ participation in science activities and identification with STEM careers
This study explores ways to support girls of color in forming their senses of selves in science, technology, engineering, and math (STEM) during the middle school years. Guided by social practice theory, we analyzed a large data set of survey responses ( n = 1,821) collected at five middle schools in low‐income communities across four states in the United States. Analyses focus on the extent to which key constructs that inform girls’ development …
Ethnic Cultural Features in Organized Activities
How Do My Friends Matter? Examining Latino Adolescents’ Friendships, School Belonging, and Academic Achievement
Motivation, Familial Influences on
They Will Post a Law About Playing Soccer” and Other Ethnic/Racial Microaggressions in Organized Activities Experienced by Mexican-Origin Families
Organized activities have been found to provide positive experiences for Latino adolescents to develop confidence and learn critical life skills; however, these programs are sometimes a context where youth encounter negative experiences related to ethnic/racial microaggressions (ERMs). This qualitative study explores the types of ERMs that Mexican-origin parents and adolescents encountered in their organized activities experience. Parents were ma…
Using Social Network Analysis to Clarify the Role of Obesity in Selection of Adolescent Friends
Objectives. We used social network analysis to examine how weight status affects friend selection, with an emphasis on homophily and the social marginalization of overweight youths. Methods. We used an exponential random graph model to assess the effects of body mass index (BMI) on friend selection while controlling for several alternative selection processes. Data were derived from 58 987 students in 88 US middle and high schools who took part i…
Organized Out-of-School Activities and Peer Relationships
The goal of this volume is to show how organized activities provide an ideal setting for developing a deeper understanding of peer relations, as well as offering a context for a more positive study of peers. The chapters in this volume focus on youth 10 to 18 years of age. In this introductory chapter we first describe the reasons why organized activities, like sports, arts, and school clubs, are ideal settings to examine peer processes. Next, we…
When Is Sport Participation Risky or Protective for Alcohol Use? The Role of Teammates, Friendships, and Popularity
Little is known about how adolescents' peer relations might alter whether sport participation is associated with alcohol use. Consistent with social learning theory, we found that sport participation was protective against alcohol use if these peers had low alcohol use, but athletes were likely to use alcohol if their sport friends and teammates had high alcohol use. Interestingly, those with no or low sport participation seemed to emulate the al…
Promoting Positive Youth Development Through Organized After-School Activities
Youth participation in organized after-school activities provides opportunities for positive growth and development. Unfortunately, ethnic minority youth, especially those living in low-income communities, participate in these activities at lower rates and less consistently than nonminority youth. This article reviews the research on the academic, psychological, and behavioral outcomes of participation in organized activities for African American…
Participating in Sport and Music Activities in Adolescence
Math and science motivation
This study addresses the longitudinal associations between youths' out-of-school activities, expectancies-values, and high school course enrollment in the domains of math and science. Data were collected on 227 youth who reported on their activity participation in 5th grade, expectancies-values in 6th and 10th grade, and courses taken throughout high school. Math and science course grades at 5th and 10th grade were gathered through school record …
Mapping leaks in the math, science, and technology pipeline
Many adolescents, particularly female and minority students, choose not to pursue careers in math, science, and technology
The intersection between self-concepts and values
This chapter addresses how critical choices in the math and science pipeline can be traced back to adolescents' self-concepts of abilities and values at the beginning of high school
Math and science motivation
This study addresses the longitudinal associations between youths' out-of-school activities, expectancies-values, and high school course enrollment in the domains of math and science. Data were collected on 227 youth who reported on their activity participation in 5th grade, expectancies-values in 6th and 10th grade, and courses taken throughout high school. Math and science course grades at 5th and 10th grade were gathered through school record …
Using Social Network Analysis to Clarify the Role of Obesity in Selection of Adolescent Friends
Objectives. We used social network analysis to examine how weight status affects friend selection, with an emphasis on homophily and the social marginalization of overweight youths. Methods. We used an exponential random graph model to assess the effects of body mass index (BMI) on friend selection while controlling for several alternative selection processes. Data were derived from 58 987 students in 88 US middle and high schools who took part i…
They Will Post a Law About Playing Soccer” and Other Ethnic/Racial Microaggressions in Organized Activities Experienced by Mexican-Origin Families
Organized activities have been found to provide positive experiences for Latino adolescents to develop confidence and learn critical life skills; however, these programs are sometimes a context where youth encounter negative experiences related to ethnic/racial microaggressions (ERMs). This qualitative study explores the types of ERMs that Mexican-origin parents and adolescents encountered in their organized activities experience. Parents were ma…
How Do My Friends Matter? Examining Latino Adolescents’ Friendships, School Belonging, and Academic Achievement
Culturally Responsive Practices
High‐quality afterschool programs (ASPs) are opportunities to diversify the ways that Latinx youth from economically underprivileged communities experience STEM learning. Utilizing qualitative methods, based on the experiences and perspectives of low‐income Latinx middle school participants of a math enrichment ASP in Southern California, we identified four culturally responsive practices: (1) the promotion of an inclusive, safe, and respectful p…
Participating in Sport and Music Activities in Adolescence
Ethnic Cultural Features in Organized Activities
Mapping leaks in the math, science, and technology pipeline
Many adolescents, particularly female and minority students, choose not to pursue careers in math, science, and technology
The intersection between self-concepts and values
This chapter addresses how critical choices in the math and science pipeline can be traced back to adolescents' self-concepts of abilities and values at the beginning of high school
Math and science motivation
This study addresses the longitudinal associations between youths' out-of-school activities, expectancies-values, and high school course enrollment in the domains of math and science. Data were collected on 227 youth who reported on their activity participation in 5th grade, expectancies-values in 6th and 10th grade, and courses taken throughout high school. Math and science course grades at 5th and 10th grade were gathered through school record …
Participating in Sport and Music Activities in Adolescence
Promoting Positive Youth Development Through Organized After-School Activities
Youth participation in organized after-school activities provides opportunities for positive growth and development. Unfortunately, ethnic minority youth, especially those living in low-income communities, participate in these activities at lower rates and less consistently than nonminority youth. This article reviews the research on the academic, psychological, and behavioral outcomes of participation in organized activities for African American…
Organized Out-of-School Activities and Peer Relationships
The goal of this volume is to show how organized activities provide an ideal setting for developing a deeper understanding of peer relations, as well as offering a context for a more positive study of peers. The chapters in this volume focus on youth 10 to 18 years of age. In this introductory chapter we first describe the reasons why organized activities, like sports, arts, and school clubs, are ideal settings to examine peer processes. Next, we…
When Is Sport Participation Risky or Protective for Alcohol Use? The Role of Teammates, Friendships, and Popularity
Little is known about how adolescents' peer relations might alter whether sport participation is associated with alcohol use. Consistent with social learning theory, we found that sport participation was protective against alcohol use if these peers had low alcohol use, but athletes were likely to use alcohol if their sport friends and teammates had high alcohol use. Interestingly, those with no or low sport participation seemed to emulate the al…
Using Social Network Analysis to Clarify the Role of Obesity in Selection of Adolescent Friends
Objectives. We used social network analysis to examine how weight status affects friend selection, with an emphasis on homophily and the social marginalization of overweight youths. Methods. We used an exponential random graph model to assess the effects of body mass index (BMI) on friend selection while controlling for several alternative selection processes. Data were derived from 58 987 students in 88 US middle and high schools who took part i…
Motivation, Familial Influences on
They Will Post a Law About Playing Soccer” and Other Ethnic/Racial Microaggressions in Organized Activities Experienced by Mexican-Origin Families
Organized activities have been found to provide positive experiences for Latino adolescents to develop confidence and learn critical life skills; however, these programs are sometimes a context where youth encounter negative experiences related to ethnic/racial microaggressions (ERMs). This qualitative study explores the types of ERMs that Mexican-origin parents and adolescents encountered in their organized activities experience. Parents were ma…
How Do My Friends Matter? Examining Latino Adolescents’ Friendships, School Belonging, and Academic Achievement
Ethnic Cultural Features in Organized Activities
How do middle school girls of color develop STEM identities? Middle school girls’ participation in science activities and identification with STEM careers
This study explores ways to support girls of color in forming their senses of selves in science, technology, engineering, and math (STEM) during the middle school years. Guided by social practice theory, we analyzed a large data set of survey responses ( n = 1,821) collected at five middle schools in low‐income communities across four states in the United States. Analyses focus on the extent to which key constructs that inform girls’ development …
Culturally Responsive Practices
High‐quality afterschool programs (ASPs) are opportunities to diversify the ways that Latinx youth from economically underprivileged communities experience STEM learning. Utilizing qualitative methods, based on the experiences and perspectives of low‐income Latinx middle school participants of a math enrichment ASP in Southern California, we identified four culturally responsive practices: (1) the promotion of an inclusive, safe, and respectful p…
Developmental Trajectories of Science Identity Beliefs
Though adolescents’ science identity beliefs predict positive STEM outcomes, researchers have yet to examine developmental differences within racial/ethnic groups despite theoretical arguments for such studies. The current study examined science identity trajectories for Black (14%), Latinx (22%), Asian (4%), and White (52%) students ( N = 21,170; 50% girls) from 9 th grade to three years post-high school and the variability within each racial/et…
Longitudinal associations between adolescent out‐of‐school time and adult substance use
INTRODUCTION: Based on Bronfenbrenner's bioecological theory and Bornstein's specificity principle, the purpose of this study was to examine adolescents' time in out-of-school settings as a precursor of three types of problematic substance use in adulthood (i.e., binge drinking, regular marijuana use, and use of illicit drugs). METHOD: Adolescents (N = 978) reported the time they spent in four common out-of-school settings at ages 15 and 18: unsu…
Girls and Boys Typically Have Similar Math Value Beliefs
INTRODUCTION: Individuals' math value beliefs are theorized to influence who persists in STEM. However, the existing findings on gender differences in adolescents' math value beliefs are inconsistent. The goal of this study was to use three existing datasets to help clarify when gender differences emerge for high school adolescents and for whom (i.e., adolescents across historical time, grade level, and race/ethnicity). Specifically, we examined …
Addressing inequities in STEM through culturally responsive practices in an after-school math enrichment activity
The relations between math expectancy-value belief development and STEM outcomes among Asian and Latine adolescents
Organized After-School Activity and Adolescents’ Ethnic-Racial Identity
Ethnic-racial identity is an important developmental outcome, particularly for adolescents of color. Understanding the contextual factors that support this outcome is important for promoting their overall positive development. Organized after-school activities offer a promising structural support for ethnic-racial identity development, yet little is known about the specific mechanisms within activities that support this process. This systematic l…
Changes in math motivation profiles among adolescents with non-college-educated parents
Students whose parents have less than a 4-year college degree remain underrepresented in math-intensive majors compared to students with college-educated parents. However, support from parents and teachers may help close these gaps in high school. To explore this, we examined changes in the patterns of high school students' math motivational beliefs in a nationally representative U.S. sample of 7,600 adolescents whose parents had less than a 4-ye…
Psychology (17 works) · Developmental psychology (14 works) · Youth Development and Social Support (12 works) · Social Psychology (10 works) · Medicine (8 works) · Social Psychology (8 works) · Education, Achievement, and Giftedness (7 works) · Ethnic group (7 works) · Sociology (7 works) · Parental Involvement in Education (6 works)