1.5-generation immigrants | immigrant youth | college-going | mixed methods
EMERGEing Educational Opportunities: The Effects of Social Capital and Nudging on Selective College Outcomes
This study explores how information and personal assistance impact college application behaviors and college enrollment. Results show that an intensive, multi-year college access program has large, positive effects on applying to a selective college, the number of applications submitted to selective colleges, and enrollment in a selective college. A low-touch intervention has null effects.
The impact of public school closures on neighborhoods: The case of crime in 10 U.S. cities
This research examines the impact of school closures on neighborhood crime. Results indicate that school closures are associated with reduced property and violent crime rates. However, I argue that closures should not be considered a wholesale policy for school reform or reducing crime.
Predicting College Enrollment by Immigrant Age-at-Arrival Using Nationally Representative Data
This research focuses on immigrant students and college access using nationally representative data. I find that older-arriving immigrant youth with less U.S. exposure are less likely to enroll in college of any type than younger arrivals. These findings support theoretical work suggesting that arrival age may influence in immigrants’ educational trajectories.
*Organization for Economic Development and Cooperation (OECD)
My prior research experience includes my role as Program Manager where I lead my team (Rice University researchers and Houston Independent School District stakeholders) in the OECD Study on Social and Emotional Skills. Our team represented the United States in the international survey measuring students' socio-emotional skills and gauging the home and school context through parent, teacher, and principal surveys across 10 countries. In Houston—the only city representing the US—I lead the team in surveying about 1,500 students in 32 schools (we obtained an 87% student response rate).
My role involved analyzing survey questions for cultural appropriateness and designing Houston-specific questions. I led the project team, including postdocs, research staff, undergraduate and graduate sociology students, and HERC* directors. I was involved in all levels, including school and student random sampling, recruiting 50 survey administrator volunteers, and conducting training sessions (volunteers, 25 HERC staff, and 32 school staff). I also collaborated and negotiated with school district partners, such as with the Assistant Superintendent of Research and Accountability for the Houston Independent School District and with international partners such as the Organization for Economic Cooperation and Development in France and the Australian Council for Education Research in Australia.
I examined high school students' challenges in navigating their post-secondary educational path, tested a stereotype threat intervention designed to boost students' academic performance, and examined the nuances of students sharing the race/ethnicity of their teacher.
*Houston Education Research Consortium, Rice University