Christine R Starr

University of Wisconsin-Madison, Educational Psychology, Faculty Member

Northwestern University, Feinberg School of Medicine, Research Assistant

University of California, Santa Cruz, Developmental Psychology, Graduate Student

University of California, Irvine, Education, Post-Doc

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Christine R. Starr (Christy) is a postdoctoral scholar at the University of California, Irvine, working with Dr. Sandra Simpkins and Dr. Jacquelynne Eccles for a NSF funded project about adolescent STEM motivation, intersectionality, and families.

Christy’s research publications explore barriers that girls/women, students of color, and students who are the first in their family to go to college, face in STEM (such as stereotypes and discrimination) as well as factors that can improve gender and ethnic representation in STEM (such as active learning practices in classrooms). Her research takes a developmental perspective and primarily focuses on adolescents and emerging adults.

Christy received her doctorate in Developmental Psychology at University of California, Santa Cruz (advisor: Dr. Campbell Leaper) and her bachelor’s in Psychology at Knox College (thesis advisor: Dr. Gail M. Ferguson).

Research Interests: Motivation, Adolescent Development, STEM Equity and Diversity, Identity Development, Stereotypes, Discrimination, Media and Technology
Supervisors: Cam Leaper, Gail Ferguson, Eileen Zurbriggen, and Eric Larson

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University of Allahabad

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Università degli Studi di Parma (Italy)

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Macquarie University

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Papers by Christine R Starr

Parents’ Math Gender Stereotypes and Their Correlates: An Examination of the Similarities and Differences Over the Past 25 Years

Sex Roles, Nov 29, 2022

Undergraduates’ pSTEM identity and motivation in relation to gender- and race-based perceived representation, stereotyped beliefs, and implicit associations

Group Processes & Intergroup Relations, Nov 7, 2022

Black and Latinx Adolescents’ STEM Motivational Beliefs: a Systematic Review of the Literature on Parent STEM Support

Educational Psychology Review

STEM careers are among the fastest growing and highest paid occupations throughout the world. How... more STEM careers are among the fastest growing and highest paid occupations throughout the world. However, persistent social inequities in STEM domains emerge early for Black and Latinx adolescents, creating numerous barriers to their pursuit of STEM. Developmental and motivational theories highlight parents as a source of strength and support for students&#39; STEM motivational beliefs. We conducted a systematic review of the existing work on parents&#39; STEM socialization processes that shape Black and Latinx adolescents&#39; STEM motivational beliefs. As part of this goal, we examined the variability within Black adolescents and within Latinx adolescents based on (a) other demographic factors (e.g., gender) and (b) racial/ethnic promotive and inhibitive factors (e.g., racism). The systematic literature search and eligibility screening yielded 36 relevant peer-reviewed, empirical journal articles published between January 2000 and January 2020. Overall, a majority of studies found support for positive relations between parents&#39; STEM-specific support and adolescents&#39; motivational beliefs among Black and Latinx families. Additionally, most studies included analyses within each racial/ethnic group, and about half of all articles included racial/ethnic promotive or inhibitive factors, such as familism or racism. In our discussion, we highlight an agenda for future research and discuss bridging theoretical perspectives to better position research to more accurately describe STEM motivation among youth from historically underrepresented groups.

Black and Latinx Adolescents' STEM Motivational Beliefs: a Systematic Review of the Literature on Parent STEM Support

Educational Psychology Review, 2022

STEM careers are among the fastest growing and highest paid occupations throughout the world. How... more STEM careers are among the fastest growing and highest paid occupations throughout the world. However, persistent social inequities in STEM domains emerge early for Black and Latinx adolescents, creating numerous barriers to their pursuit of STEM. Developmental and motivational theories highlight parents as a source of strength and support for students' STEM motivational beliefs. We conducted a systematic review of the existing work on parents' STEM socialization processes that shape Black and Latinx adolescents' STEM motivational beliefs. As part of this goal, we examined the variability within Black adolescents and within Latinx adolescents based on (a) other demographic factors (e.g., gender) and (b) racial/ethnic promotive and inhibitive factors (e.g., racism). The systematic literature search and eligibility screening yielded 36 relevant peer-reviewed, empirical journal articles published between January 2000 and January 2020. Overall, a majority of studies found support for positive relations between parents' STEM-specific support and adolescents' motivational beliefs among Black and Latinx families. Additionally, most studies included analyses within each racial/ethnic group, and about half of all articles included racial/ethnic promotive or inhibitive factors, such as familism or racism. In our discussion, we highlight an agenda for future research and discuss bridging theoretical perspectives to better position research to more accurately describe STEM motivation among youth from historically underrepresented groups.

Christine R Starr

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