Race/Ethnicity, Gender, and Earnings of Early Career Stem Graduates in the U.S.

The gendered occupational value of a U.S. education for skilled Indian immigrants

“…As immigration policies around the world increasingly prioritise the recruitment of highly educated individuals, these inequalities by place of education should not go unnoticed (Bailey & Mulder, 2017). These findings extend previous work on occupational stratification by place of education and gender by offering a more nuanced examination of the advantages of a U.S. degree for immigrant women and contributing to growing work on empirical efforts to identify factors mitigating gender gaps in occupational outcomes (Arbeit & Warren, 2013; Lancee & Bol, 2017; Lysenko & Wang, 2020; Tong, 2010; Zeng & Xie, 2004).…”

Factors Influencing Retention of Transgender and Gender Nonconforming Students in Undergraduate STEM Majors

“…Inequities in STEM academic outcomes persist along demographic markers that are associated with privilege and dominance in society. Research has documented the disparities faced by (primarily cisgender) women in STEM as well as people from racial and ethnic groups underrepresented in STEM, and newer research is beginning to reveal inequities along the lines of sexual orientation and gender identity (Chen, 2013;Gayles and Ampaw, 2014;Riegle-Crumb et al, 2019;Lysenko and Wang, 2020;Sansone and Carpenter, 2020). For example, lesbian, gay, bisexual, and queer students are 7% less likely to continue in a STEM major after 4 years, in spite of being more likely to participate in undergraduate research, a factor known to promote retention in STEM (Hughes, 2018).…”

Re/Definitions of teachers and teaching work in UK and US policy discourses under Covid-19 and their implications for social justice

“…Yet both countries suffer from high levels of educational and social inequalities and no shortage of critique of meritocracy's hold on the imagination (Guinier, 2015;Hecht et al, 2020;Markovits, 2019). Both have long struggled to translate the prevalent meritocratic rhetoric into equitable outcomes for pupils and graduates from various class, race, and ethnic backgrounds (Lysenko & Wang, 2020). The persistence and growth of inequalities have been linked to the long-lasting affinity of the UK and US states for neoliberal reforms initiated under the Thatcher government in the UK and the Reagan administration in the US albeit with different inflections (see, e.g.…”