Who Lives in a STEM Desert
Dados Bibliográficos
| ID | 9733959 |
|---|---|
| Autores | Brian Holzman (0000-0002-7610-4733, Texas A&M University, College Station, TX, autor correspondente), Bethany Lewis (Ithaka S+R, New York City, NY), Jinhua Zhao (0000-0002-1929-7583, Texas A&M University, College Station, TX), Hao Ma (0000-0001-9504-0408, Rice University, Houston, TX) |
| Ano | 2026 |
| Data de publicação | 2026-02-14 |
| Peer Reviewed | Sim |
| Open Access | Sim |
| Tipo | ARTICLE |
| Periódico | Educational Researcher (JOURNAL) |
| Identificadores do periódico | ISSN: 0013-189X • E-ISSN: 1935-102X |
| Editora | American Educational Research Association (AERA) (PUBLISHER) |
| DOI | 10.3102/0013189x261424909 |
| OpenAlex | W7128906733 |
| Idioma | EN |
| Referências citadas | 5 |
STEM deserts, similar to education deserts, are rural, suburban, and urban areas where students have limited access to school-based STEM curriculum and coursework opportunities. Using administrative data from the Houston Independent School District following a state policy change to high school graduation requirements, this study develops measures of STEM deserts and identifies the students most likely to live in them. Findings reveal that Black and Asian/Pacific Islander students, students from non-English-speaking households, and those from lower socioeconomic neighborhoods are disproportionately likely to live in STEM deserts compared to White students, students from English-speaking households, and those from higher socioeconomic neighborhoods
Coursework · Curriculum · Educational attainment · Graduation (instrument · Higher education · Pacific islanders · School district · Socioeconomic status · State policy · Career Development and Diversity · Higher Education Research Studies · Parental Involvement in Education
| Velocidade de citação | historical |
|---|---|
| Altamente citado | Não |