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Trust Matters: Distinction and Diversity in Undergraduate Science Education


by Robert K. Ream, James L. Lewis, Begoña Echeverria & Reba N. Page - 2014


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Cite This Article as: Teachers College Record Volume 116 Number 5, 2014, p. 1-50
https://www.tcrecord.org ID Number: 17428, Date Accessed: 4/14/2021 6:22:51 AM
 
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About the Author
  • Robert Ream
    University of California, Riverside
    ROBERT REAM, associate professor in the Graduate School of Education at the University of California, Riverside, is on leave from the university and currently serving as an associate program officer at the Spencer Foundation in Chicago. His research on social capital and the social dynamics of educational inequality has appeared in American Educational Research Journal, Educational Evaluation and Policy Analysis, Sociology of Education, and Social Forces.
  • James Lewis
    Korn/Ferry International
    E-mail Author
    JAMES LEWIS is a director of research for Korn/Ferry International, based in Los Angeles. His primary interests include statistics and measurement for the social sciences. His work has appeared in publications, including the Journal of Educational Psychology, Science Education, and the Journal of College Student Retention. His recent publications include: Lewis, J., Menzies, H., Najera, E., & Page, R. (2009). Re-thinking trends in minority participation in the sciences. Science Education 93, 961–977.
  • Begoña Echeverria
    University of California, Riverside
    E-mail Author
    BEGOÑA ECHEVERRIA is an associate professor in the Graduate School of Education at the University of California, Riverside. She conducts ethnographic and archival research on the relationships between language and identity (ethnic, gender, and religious), with a particular focus on the Basque case. Her work has appeared in Language in Society, Anthropology & Educational Quarterly, and Linguistics in Education.
  • Reba Page
    University of California, Riverside
    E-mail Author
    REBA PAGE, professor emerita at University of California, Riverside, studies curriculum (including that in undergraduate science education), interpretive research methodologies, and the social and cultural foundations of education. Her scholarship on undergraduate science education includes Becker, N., Echeverria, B., & Page, R. (2009). Science, religion and education: The study of life. In H. Varenne, E. W. Gordon, & L. Lin (Eds.), Theoretical perspectives on comprehensive education: The way forward (pp. 217–244). Lewiston, NY: Edwin Mellon Press.
 
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