Katherine Wade-Jaimes's research while affiliated with University of Nevada, Las Vegas and other places

... Specific programs can be tailored to meet the needs and interests of different audiences showing great potential to counter science learning inequities (Rahm, 2014). Studies exploring the experiences and perspectives of diverse participants, such as the ones by Wade-Jaimes et al. (2022) and Alexandre et al. (2022) have highlighted the need to critically assess STEM learning ecosystems so that equitable learning opportunities can be made accessible and inclusive for all students, particularly those from historically excluded groups. ...

... We know of only a few larger sample studies of science identity among adolescents (Hill et al. 2018;Lee 1998Lee , 2002. There are, however, rich ethnographic examples of girls getting less support and sometimes active discouragement in science settings during early adolescence (Archer et al. 2012(Archer et al. , 2013Barton et al. 2013;Carlone, Scott, and Lowder 2014;Wade-Jaimes, King, and Schwartz 2021). Studies of high school and college students suggest that fewer girls than boys take optional or elective science courses and major and graduate in science fields partly because of gendered messages about their "fit" (Green and Sanderson 2018;Jiang, Simpkins, and Eccles 2020;Riegle-Crumb, Moore, and Ramos-Wada 2011;Simpkins et al. 2006). ...

... Differences between the clubs themselves are also wide-ranging especially regarding duration (from several weeks to multi-year time frames) and target populations, programmes for gifted and science oriented students as well as for students from underrepresented groups based on race, ethnicity, gender, and/or socio-economic status (Archer et al., 2021;Ayers et al., 2020;Hite & White, 2021). Although the differences among STEM clubs exacerbate research that attempts to evaluate their impact on participants, findings have shown that participation often contributes to student interest in STEM and to their ability related beliefs (self-efficacy) which, in turn, predict the pursuit of further STEM learning and career aspirations (e.g. ...

... Although the percentage of females in STEM is increasing, it still remains maledominated [58]. Females still receive messaging indicating that science is not for them, but instead is a field for males [59]. Many students are aware of the impact of gender and other inequities from both the larger society, and within their academic careers [60]. ...

... I found previous and current literature addressing the millennial generation (Alcorn, 2016;Cohen, 2011;Rogowski & Cohen, 2015;Twenge, 2014), Black professionals (Allen, 2019b;Darby, 2020b;Tatum, 2017;Winters, 2020), and activism (Alcorn, 2016;Darby, 2020a;Krueger et al., 2021;Robinson, 2020), marginalization of youth (Au, 2014(Au, , 2015Causadias & Umaña-Taylor, 2018;Darling-Hammond, 2015Ford, 2014;Ginwright, 2007;Knoester & Au, 2017;Ladson-Billings, 2018;Tatum, 2017;Valencia, 2015), prosocial behaviors (Adloff, 2016;Barman, 2017;Batson, 2012;Burlingame 1993;Cox et al., 2018;Feigin et al., 2014;Hwang & Young, 2019;Jung et al., 2022;Lay & Hoppmann, 2015;Suárez et al., 2018;), and afterschool enhancement programs (Baldridge et al., 2017;Barnes, 2015;Latunde, 2017;Levy et al., 2017;Smith & Bradshaw, 2017;Wade-Jaimes et al., 2019;van Dam et al., 2021;Vandell et al., 2015), and the Pandemic and social protests (Arana-Chicas et al., 2021;Dave et al., 2020;Kaufman et al., 2021;Stamps, et al., 2021). ...

... In science education, in particular, the impact of these structural inequalities in urban education has been evident for decades in things such as outdated textbooks, inadequate science supplies, or lack of access to relevant field trips (Oakes, 1990;Welsh & Swain, 2020). Additionally, urban school districts often have an increased focus on standardized testing and other accountability measures, which can lead to a narrow presentation of science or STEM as memorizing facts (Tobin, 2011;Wade-Jaimes & Schwartz, 2019). The lack of physical resources and heightened attention to testing, combined with the deficit discourses present in urban schools, has led to a formal science and STEM education system in urban areas in the United States that has failed to meet the needs of students of color, particularly Black/African American students and Latinx students, who become alienated from formal STEM learning at an early age (Brown, 2004;Emdin, 2010;Wade-Jaimes et al., 2021). ...

... Consequently, metacognition has gained significance in the field of Physics teaching and learning in recent years, leading to several studies exploring the use of metacognitive strategies to support students' learning (Antonio & Prudente, 2022;Avargil et al., 2018). Wade-Jaimes et al., (2018) found that the use of metacognitive tools enhanced high school students' conceptual understanding of electricity, resulting in improved performance. Amid the COVID-19 pandemic, Abdullah et al., (2021) showed how materials based on metacognitive knowledge can improve online Physics learning. ...

... This highlights the value of the use of models can be effective in the process of conceptual change. The use of pedagogical-analogical models, concept-process models, theoretical models and simulations in teaching helps students developing conceptual understanding, such as by assisting students to learn about concepts they cannot observe, touch, taste, or smell, providing students with internalizations that support correct understanding of the concepts (Demir et al., 2017;Oliva et al., 2015). In particular, the use of model has been found to be effective in helping students understand the concepts of chemistry (Cheng & Gilbert, 2017;Johnstone, 1991;Kimberlin & Yezierski, 2016;Smith & Villareal, 2015). ...