Heidi Cian
Dados Biográficos
| ID | 4137026 |
|---|---|
| NOME | Heidi Cian |
| PRENOMES | Heidi |
| SOBRENOME | Cian |
| ASSINATURA | CIAN H |
| AFILIAÇÕES | Florida International University |
| ORCID | 0000-0003-3510-2712 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 9 |
| TOTAL DE CITAÇÕES | 8 |
| TOTAL COMO AUTOR | 9 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2018 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 2 |
Understanding Why STEM Identity Matters Through Ecologies of (Dis)investment
Why does it matter if more individuals, representing more diverse populations, identify themselves as a “STEM person” [...]
What It Really Takes
Out-of-school-time (OST) programs in the United States offer significant opportunities for youth to engage with and develop their identities in science, technology, engineering, and mathematics (STEM). However, professional learning that supports OST educators in developing identity-affirming STEM facilitation remains chronically underfunded and undervalued. Dominant approaches to measuring program “costs”—often centered on per-participant expend…
Masculinized discourses of STEM interest, performance, and competence that shape university STEM students' recognition of a “ STEM person”
How individuals come to perceive themselves in STEM is predicated on their understanding of what it means to be a member of the STEM community. This association is consequential when considering the perpetuation of white male ownership of STEM knowledge and power that forces learners identifying with groups systemically marginalized by racial and gender discrimination to adopt particular norms, values, and behaviors to gain recognition. In effect…
Comparing the Efficacy of Fixed-Effects and Maihda Models in Predicting Outcomes for Intersectional Social Strata
This investigation examines the efficacy of multilevel analysis of individual heterogeneity and discriminatory accuracy (MAIHDA) over fixed-effects models when performing intersectional studies. The research questions are as follows: (1) What are typical strata representation rates and outcomes on physics research-based assessments? (2) To what extent do MAIHDA models create more accurate predicted strata outcomes than fixed-effects models? and (…
Facilitating marginalized youths' identification with STEM through everyday science talk
An individual's sense of themselves as a “STEM person” is largely formed through recognition feedback. Unfortunately, for many minoritized individuals who engage in STEM (science, technology, engineering, and mathematics) in formal and informal spaces, this recognition often adheres to long‐standing exclusionary expectations of what STEM participation entails and institutionalized stereotypes of what it means to be a STEM person. However, caregiv…
Constructing STEM identity
Identity development frameworks provide insight into why and to what extent individuals engage in STEM‐related activities. While studies of “STEM identity” often build off previously validated disciplinary and/or science identity frameworks, quantitative analyses of constructs that specifically measure STEM identity and its antecedents are scarce, making it challenging for researchers or practitioners to apply a measurement‐based perspective of p…
Sashaying Across Party Lines
Though the concept of validity is rooted in positivism, recent scholars have expanded the definition of validity to reflect more progressive paradigms, opening the door to consideration of validity in qualitative education research. Despite this evolution, to date a review of validity evidence in qualitative research has yet to be undertaken even though products offering recommendations for using validity or validity analogs (e.g., trustworthines…
The influence of context
Scientific literacy reflects an understanding of science as it relates to use of science in real-world contexts. Because of their potential local and personal relevance, some research suggests that characteristics of the SSIs themselves could dictate the sophistication of the socioscientific reasoning or SSR, individuals use when they think about SSIs. However, this notion has not been measured quantitatively by directly comparing levels of indiv…
Crossing a Second Border for South Carolina Daca Students
This qualitative, narrative study explores the stories of three DACA (Deferred Action for Childhood Arrivals) recipients in the state of South Carolina who have had to face educational and career restrictions due to their immigration status. This article examines how the students came to the country, their early educational experiences, how they learned about the state restrictions, and how it has affected their lives. A common theme emerges of t…
Comparing the Efficacy of Fixed-Effects and Maihda Models in Predicting Outcomes for Intersectional Social Strata
This investigation examines the efficacy of multilevel analysis of individual heterogeneity and discriminatory accuracy (MAIHDA) over fixed-effects models when performing intersectional studies. The research questions are as follows: (1) What are typical strata representation rates and outcomes on physics research-based assessments? (2) To what extent do MAIHDA models create more accurate predicted strata outcomes than fixed-effects models? and (…
Crossing a Second Border for South Carolina Daca Students
This qualitative, narrative study explores the stories of three DACA (Deferred Action for Childhood Arrivals) recipients in the state of South Carolina who have had to face educational and career restrictions due to their immigration status. This article examines how the students came to the country, their early educational experiences, how they learned about the state restrictions, and how it has affected their lives. A common theme emerges of t…
Crossing a Second Border for South Carolina Daca Students
This qualitative, narrative study explores the stories of three DACA (Deferred Action for Childhood Arrivals) recipients in the state of South Carolina who have had to face educational and career restrictions due to their immigration status. This article examines how the students came to the country, their early educational experiences, how they learned about the state restrictions, and how it has affected their lives. A common theme emerges of t…
The influence of context
Scientific literacy reflects an understanding of science as it relates to use of science in real-world contexts. Because of their potential local and personal relevance, some research suggests that characteristics of the SSIs themselves could dictate the sophistication of the socioscientific reasoning or SSR, individuals use when they think about SSIs. However, this notion has not been measured quantitatively by directly comparing levels of indiv…
Sashaying Across Party Lines
Though the concept of validity is rooted in positivism, recent scholars have expanded the definition of validity to reflect more progressive paradigms, opening the door to consideration of validity in qualitative education research. Despite this evolution, to date a review of validity evidence in qualitative research has yet to be undertaken even though products offering recommendations for using validity or validity analogs (e.g., trustworthines…
Facilitating marginalized youths' identification with STEM through everyday science talk
An individual's sense of themselves as a “STEM person” is largely formed through recognition feedback. Unfortunately, for many minoritized individuals who engage in STEM (science, technology, engineering, and mathematics) in formal and informal spaces, this recognition often adheres to long‐standing exclusionary expectations of what STEM participation entails and institutionalized stereotypes of what it means to be a STEM person. However, caregiv…
Constructing STEM identity
Identity development frameworks provide insight into why and to what extent individuals engage in STEM‐related activities. While studies of “STEM identity” often build off previously validated disciplinary and/or science identity frameworks, quantitative analyses of constructs that specifically measure STEM identity and its antecedents are scarce, making it challenging for researchers or practitioners to apply a measurement‐based perspective of p…
Masculinized discourses of STEM interest, performance, and competence that shape university STEM students' recognition of a “ STEM person”
How individuals come to perceive themselves in STEM is predicated on their understanding of what it means to be a member of the STEM community. This association is consequential when considering the perpetuation of white male ownership of STEM knowledge and power that forces learners identifying with groups systemically marginalized by racial and gender discrimination to adopt particular norms, values, and behaviors to gain recognition. In effect…
Comparing the Efficacy of Fixed-Effects and Maihda Models in Predicting Outcomes for Intersectional Social Strata
This investigation examines the efficacy of multilevel analysis of individual heterogeneity and discriminatory accuracy (MAIHDA) over fixed-effects models when performing intersectional studies. The research questions are as follows: (1) What are typical strata representation rates and outcomes on physics research-based assessments? (2) To what extent do MAIHDA models create more accurate predicted strata outcomes than fixed-effects models? and (…
Understanding Why STEM Identity Matters Through Ecologies of (Dis)investment
Why does it matter if more individuals, representing more diverse populations, identify themselves as a “STEM person” [...]
What It Really Takes
Out-of-school-time (OST) programs in the United States offer significant opportunities for youth to engage with and develop their identities in science, technology, engineering, and mathematics (STEM). However, professional learning that supports OST educators in developing identity-affirming STEM facilitation remains chronically underfunded and undervalued. Dominant approaches to measuring program “costs”—often centered on per-participant expend…
Sociology (7 obras) · Psychology (6 obras) · Career Development and Diversity (5 obras) · Social science (5 obras) · Science Education and Pedagogy (4 obras) · Social Psychology (4 obras) · Education, Achievement, and Giftedness (3 obras) · Identity (music) (3 obras) · Mathematics education (3 obras) · Aesthetics (2 obras)