Connecting Math Attitudes With STEM Career Attainment: A Latent Class Analysis Approach

by Myley Dang & Karen Nylund-Gibson
In this article, the authors implemented a latent class analysis to study the extent to which math attitudes and self-efficacy influence careers in science, technology, engineering, and math using the Education Longitudinal Study of 2002. Authors examined these patterns for 10th grade native and non-native English speakers and followed their trajectories ten years later.
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Finding a Voice in Predominantly White Institutions: A Longitudinal Study of Black Women Faculty Members’ Journeys Toward Tenure

by Bridget Turner Kelly & Rachelle Winkle-Wagner
This article takes a unique approach methodologically and conceptually to examine the context, culture, norms, and assumptions embedded within the tenure system at predominantly White research universities.
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Drowning in Data: Assessment’s Role in Low Retention Rates for Special Education Teachers

by Hope Nye
Low retention rates for special education teachers remains a consistent nationwide epidemic, impacting our most vulnerable population. The introduction of a systematic support system aimed at assisting special education teachers in navigating the many demands of their positions such as mandatory individualized assessment practices is necessary to increase the likelihood of special education teacher retention.