Her research uses developmental and sociological perspectives to examine how young people's social contexts influence their college and career outcomes.She focuses on the mechanisms that shape entry into and persistence in institutions and fields in which they have traditionally been underrepresented.In particular, she investigates racial-ethnic, gender, and socioeconomic disparities in post-secondary educational attainment and entry to scientific career fields.

The role of social media in the global society and economy has increased substantially over the years across different populations, age groups, and contexts. Using social media can be both beneficial and risky. People's ability to navigate it safely and effectively largely depends on their social media literacy skills, which has significant implications for individuals and society. Drawing on the critical literacy and affordances-in-practice frameworks, we explore the concept of critical social media literacy (CSML) through a systematic literature review to determine whether and how its components—users' goals, use context, inquiry, reflection, and action—have been addressed in the literature. Twenty out of the 50 publications identified reflected all the components of the CSML framework at different levels. We focused on empirical studies to identify instructional approaches and recommendations to support the development of CSML skills. Implications for research and practice, including curriculum connections, are also discussed.

To sustain the higher education industry and address U.S. economic downturns, researchers must prioritize research on undergraduates aged 24 or above - contemporary students. This empirical study finds contemporary students have lower chances of attaining degrees-any degrees-than their younger peers. Using nationally representative U.S. data from the Beginning Postsecondary Longitudinal Study, our interaction models reveal that the penalty experienced by contemporary-age students is more significant at four-year colleges where older students are less than half as likely to attain degrees as their younger peers. Transferring also distinctly and positively enhances the predicted probability of degree attainment for contemporary-age students (p < .000), reducing the age penalty. Our findings underscore the significance of prioritizing contemporary students in research and practice to increase degree attainment. We close with implications for practice, policy, and research.

Abstract Introduction It has been established that sleep after learning something (“post-learning sleep”) actively consolidates what was learned. Yet, the underlying cellular and molecular mechanisms are undergoing active investigation. The fear conditioning (FC) memory paradigm, in which an animal learns to associate an environmental cue to an aversive foot shock, has been widely used for memory investigation. While amygdala and hippocampus are two critical sites for processing and storing the FC memory, how the amygdala consolidate this memory during sleep, from both cellular and molecular perspectives, has been little understood, compared to the hippocampus. Moreover, one potential molecular substrate of memory, DNA methylation, has been studied in the hippocampus for its role in learning and memory. Yet it is little known for its memory role in the BLA. Methods Here, we used fiber photometry, miniscope calcium imaging, EEG recording, optogenetic manipulation, and whole genome bisulfite sequencing to study the neural mechanisms underlying memory consolidation in the basolateral amygdala (BLA) during sleep. Results (1) We found that the BLA neurons display increased activity during REM sleep, compared to that in non-REM (NREM) sleep. (2) Using closed-loop optogenetic strategy, our preliminary results showed that silencing BLA activity during REM sleep leads to memory impairment in contextual fear conditioning task. (3) We compared DNA methylation of BLA neurons at a whole genome level between mice with and without sleep after FC learning and identified differentially methylated regions between them. Conclusion Together, our data suggests that the BLA activity during REM sleep is required for consolidation of fear memory, and DNA methylation might mediate this process. Support (if any)

Purpose of the study Previous literature has examined the relationship between high school students' postsecondary STEM major choices and their prior interest and perceived ability in mathematics. Yet, we have limited understanding of whether and how perceived ability and interest in science and mathematics jointly affect students' STEM major choices. Results Using the most recent nationally representative longitudinal cohort of U.S. secondary school students, we examine the degree to which students' perceived mathematical and scientific abilities and interests predict their STEM major choices, employing logistic regression and a series of interaction analyses. We find that while both mathematics and science perceived ability positively influence STEM major selection, academic interest in these subjects is a weaker predictor. Moreover, across a series of analyses, we observe a significant gender gap-whereby women are less than half as likely to select STEM majors-as well as nuanced distinctions by self-identified race. The relationships among perceived ability, interest, and STEM major choice are not found to meaningfully vary by race nor consistently by gender. However, perceived ability has a more positive effect for men than women who are pursuing Computing/Engineering majors and a more positive effect for women than men who are pursuing other STEM majors, including less applied Social/Behavioral, Natural, and Other Sciences. Implications These findings suggest potential opportunities to enhance their perceived mathematical and scientific abilities in high school, positioning them to potentially enter STEM fields. School sites with more resources to support the ambitions of STEM students of all backgrounds may be better positioned to reduce postsecondary disparities in STEM fields. Given existing opportunity gaps and resource differentials among schools, corresponding recommendations are suggested.