Charlotte A Agger

Dados Biográficos

ID5508519
NOMECharlotte A Agger
PRENOMESCharlotte A
SOBRENOMEAgger
ASSINATURAAGGER C A
AFILIAÇÕESIndiana University Bloomington
ORCID0000-0003-1490-5698
VERIFICADOSim
TOTAL DE OBRAS10
TOTAL DE CITAÇÕES17
TOTAL COMO AUTOR10
TOTAL COMO EDITOR0
PRIMEIRO ANO DE PUBLICAÇÃO2013
ANO MAIS RECENTE DE PUBLICAÇÃO2025
ÍNDICE H2

  • An exploration of Black girls’ science motivation and teacher- and school-related beliefs

    Charlotte A Agger, Terrell R Morton et al.ARTICLEJournal of Educational Psychology2025

  • Rethinking and reenvisioning research experiences for undergraduate Black women in science, technology, engineering, and mathematics

    Monica L Miles, Whitney N Mccoy et al.ARTICLEJournal of Diversity in Higher…2025

  • Taking a Critical Look at Adolescent Research on Black Girls and Women

    Open AccessCharlotte A Agger, ReAnna S Roby et al.ARTICLEJournal of Adolescent Research2024

    In the field of adolescent development, the language, theoretical frameworks, methods for collecting and analyzing data, and ways of interpretation that researchers use may advance notions of white supremacy and perpetuate racist ideas. Understanding how researchers study Black girls and women, in particular, is a critical step in working toward the production of science and knowledge that promotes an anti-racist and anti-sexist agenda and center…

  • Postsecondary Aspirations of Rural Indigenous Adolescents and How Schools Support These Dreams, Goals, and Plans

    Charlotte A Agger, Wamnuga Win et al.ARTICLEPeabody Journal of Education2023

    Myriad structural- and individual-level assets (e.g., close connections within and among families) and barriers (e.g., systemic racism) shape the postsecondary pathways of rural Indigenous students. The current literature review summarizes and synthesizes existing literature on rural Indigenous students’ postsecondary educational aspirations and how schools support these goals and plans. Results of a systematic literature search found six themes;…

  • Who's who

    Open AccessMonica L Miles, Charlotte A Agger et al.ARTICLEScience Education2022

    Despite national calls for increasing diversity and inclusion within science, technology, engineering, and mathematics (STEM), inequitable recruitment and retention strategies remain commonplace. Inherent to many strategies is a lack of specificity in attending to the needs, desires, and cultures of individuals who are minoritized at the intersections of race, gender, and class through the use of broad, sweeping classifications such as “Women of …

  • STEM Pathways of Rural and Small-Town Students

    Open AccessGuan Saw, Charlotte A AggerARTICLEEducational Researcher2021Citada por: 4Referências: 52

    Using the nationally representative High School Longitudinal Study of 2009 (HSLS:09), this study documents that rural and small-town students were significantly less likely to enroll in postsecondary STEM (science, technology, engineering, and mathematics) degree programs, compared with their suburban peers. This study also shows that schools attended by rural and small-town students offered limited access to advanced coursework and extracurricul…

  • Does attending a deeper learning school promote student motivation, engagement, perseverance, and achievement

    Open AccessCharlotte A Agger, Alison C KoenkaARTICLEPsychology in the Schools2020

    The evolving economic landscape of the 21st century demands graduates who possess deeper learning (DL) competencies such as critical thinking and collaboration skills. Despite their importance, little work has examined the motivational mechanisms through which DL predicts essential academic outcomes. The current study ( N = 1,288) used an ethnically diverse sample of students (53% Hispanic) to explore self‐efficacy and mastery goal orientation as…

  • The Influences of Family and Place on Rural Adolescents’ Educational Aspirations and Post-secondary Enrollment

    Open AccessCharlotte A Agger, Judith L Meece et al.ARTICLEJournal of Youth and Adolescence2018Citada por: 13Referências: 49

  • Gender and Academic Motivation

    Open AccessCharlotte A Agger, Judith L MeeceCHAPTERInternational Encyclopedia of the…2015

  • Promotive peer contexts of academic and social adjustment among rural African American early adolescent boys

    Jill V Hamm, Kerrylin Lambert et al.ARTICLEAmerican Journal of Orthopsychiatry2013Referências: 39

    This study investigated the social network system of African American early adolescents (N = 237) in rural, low-wealth schools, specifically in terms of networks with norms strongly favoring effort and achievement. Networks with norms favoring effort and achievement were more likely to be central to the social system at the end of the school year. Subsequent analyses focused on boys (n = 103) and the effects of affiliation in networks with norms …