Becoming Mathematicians: Women and Students of Color Choosing and Leaving Doctoral Mathematics

By Abbe H. Herzig. 2004

197 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, General Health Professions, Safety Research

View Paper: https://www.semanticscholar.org/paper/404517d48c02d7c8a99b60172fd5276424ce5ec2

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Experimental and Cognitive Psychology

1. H. Watt
2. Jacquelynne S. Eccles
3. Amanda M. Durik
4. E. Walker
5. Susan K. Gardner
6. Viveka Borum
7. Paul W. Richardson
8. Allan Wigfield

In General Health Professions

1. E. Walker
2. Susan K. Gardner
3. Jacquelynne S. Eccles
4. D. Powers
5. H. Watt
6. J. Lott
7. Viveka Borum
8. K. Pyhältö

In Safety Research

1. H. Watt
2. Jacquelynne S. Eccles
3. Amanda M. Durik
4. E. Walker
5. Susan K. Gardner
6. Viveka Borum
7. Jennifer Fredricks
8. Allan Wigfield

Citations in the corpus

• The leaky mathematics pipeline for girls: A motivational analysis of high school enrolments in Australia and the USA (2006, background): “They have argued that such a metaphor implies students are passive actors in their education, reacting to ‘‘encountering a crack in the pipe’’ (Herzig, 2004, p. 199).”
• Student and faculty attributions of attrition in high and low-completing doctoral programs in the United States (2009, background): “…Nettles and Millett 2006), attrition and gender (e.g., Berg and Ferber 1983; Herzig 2004b; Maher et al. 2004), attrition and race (e.g., Ellis 2001; Herzig 2004a; Margolis and Romero 1998), attrition within particular disciplines (e.g., Bowen and Rudenstine 1992; Golde 2005; Nettles and Millett…”
• Doctoral Student Attrition in the Stem Fields: An Exploratory Event History Analysis (2009, background): “…women in STEM fields (e.g., Berg & Ferber, 1983; Clark & Corcoran, 1986; Etkowitz, Kemelgor, & Uzzi, 2000; Margolis & Romero, 1998; National Research Council, 2001) as well as the lack of representation of students of color (e.g., Chubin, May, & Babco, 2005; Herzig, 2004; Maton & Hrabowski, 2004).”
• What Makes the Difference? Black Women's Undergraduate and Graduate Experiences in Mathematics (2012, background): “…and practices (Burrelli, 2008; Fennema, Peterson, Carpenter, & Lubinski, 1990; Ferguson, 2003), institutional and departmental structures (Herzig, 2004), and a lack of role models (Nichols & Tanksley, 2 ©The Journal of Negro Education, 2012, Vol. 81, No. 4 367 persistence in mathematics.”