Institution and System-Level Policies

This policy brief, developed by Gina Ann Garcia through the SERN Midcareer Fellows Program, considers how measurement of institutional success at Hispanic-Serving Institutions (HSIs) could be reimagined to provide students with liberatory experiences and outcomes.

This interpretive summary by Nicole Williams brings together insights from 10 early career scholars, two faculty contributors, and a network of senior scholars who served as mentors in the Inclusive Mathematics Environments Early Career Fellowship. Research insights are mapped onto the Building Equitable Learning Environments (BELE) framework and levers for systems change are suggested. The summary identifies new possibilities for defining, recognizing, and eliciting success in mathematics environments.

This slide deck summarizes findings from the Inclusive Mathematics Environments Early Career Fellowship about creating inclusive environments for students from minoritized and marginalized groups in mathematics, with a focus on the middle childhood through mid-adolescence developmental stage. Research completed by the fellows suggests five interrelated guiding principles for creating more inclusive mathematics environments: mathematics educators need critical consciousness; mathematics curriculum should reflect a more expansive view of mathematics, including the history of mathematical concepts, the uses of mathematics in different cultures, and the application of mathematics for understanding current events; mathematics curriculum and instruction should be adaptable so that it is relevant to the specific students in the class; mathematics curriculum and instruction should feature meaningful opportunities to engage in collaborative work; and assessment practices and policies should prioritize deep mathematical thinking, exploration, and collaboration. The deck outlines and contextualizes the research underlying these principles and suggests directions for future research.

This one-pager draws on research from the Inclusive Mathematics Environments Early Career Fellowship to illustrate how the learning environment can shape student experience in the context of mathematics. It is designed to serve as a starting point for learning about the research that was completed through the fellowship.

This synthesis discusses both K-12 and postsecondary educational contexts, and includes research from diverse academic disciplines including social psychology, cultural psychology, sociology, adolescent development, neuroscience, economics, and education. It discusses structural factors related to belonging in four overlapping categories: access to learning environments; relationships with educators, peers, and families; instructional resources and pedagogy; and system-level policies and practices. Throughout, it identifies implications for system- and institution-level decision-makers in the education sector, who play a role in shaping students’ experiences of belonging just as much as classroom educators and peers do.

This research brief offers a summary of what we know about purpose & relevance from years of scientific research.

This research snapshot provides an overview of a SERN-funded project led by Sidney D'Mello, Angela Duckworth, Margo Gardner, and Donald Kamentz. The project analyzed language used by students in their college applications to explore the connections between extra-curricular/work experiences, psychological factors, and college success (as measured by graduating within four or six years). The snapshot shares key findings, insights, and future directions for the project.

This research snapshot provides an overview of a SERN-funded project led by Barbara Schneider, John Yun, and Soobin Kim. The project analyzed the impact of online learning mindset interventions administered to prospective Michigan State University students in the summer before matriculation. The study evaluated the impact of the interventions on students’ academic performance and persistence and explored the impact of pairing the online mindset interventions with an on-campus mentoring program. The snapshot shares key findings, insights, and future directions for the project.