Research at LPFI examines inequity in access and opportunity across K-12, higher education, and workplace contexts in order to improve the outcomes for underrepresented students in the fields of Science, Technology, Engineering, and Mathematics (STEM).
Areas of Focus:
Inequity in opportunity for underrepresented students of color in K-12 STEM education, with a particular focus on computer science.
Social/psychological mechanisms impacting engagement and persistence in STEM for underrepresented students of color, as well as coping strategies and youth resilience.
The intersectionality of race and gender in STEM and understanding experiences and obstacles of girls of color pursuing STEM studies.
Efficacy (short-term and long-term) and contribution of STEM intervention programs for middle and high school students of color (e.g., SMASH, SMASH Prep, Hackathons) to pursue STEM opportunities.
Innovative project-based social justice approaches to engaging underrepresented students in STEM subjects and improving academic outcomes.
Lack of diversity in the STEM pipeline, specifically focusing on barriers for individuals from underrepresented groups.
The democratization of access to STEM knowledge, particularly computer science.
SMASH Impact Report 2016
Do Computer Science Exposure Activities Increase Pursuit of Computer Science Higher Education for Underrepresented Groups?
Computer Science in California’s Public Schools: 2016 AP CS Results and Implications
Enhancing Participation in Computer Science among Girls of Color: An Examination of a Preparatory AP Computer Science Intervention
Broadening Participation in Computer Science: Existing Out-of-School Initiatives and a Case Study