Stockard, Jean

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Open Access
Policies and Practices to Improve the Chemistry Graduate Student Experience: Implications of the ACS Survey of Graduate Students
(American Chemical Society, 2021-10-29) Rohlfing, Celeste M.; Richmond, Geraldine; Noviski, Maya; Lewis, Priscilla; Stockard, Jean
STEM graduate education is vitally important in producing the talent needed to fuel our economy and provide solutions for the challenges we face in emerging diseases and climate change. Yet recent research indicates that women and students who identify as members of minority groups traditionally underrepresented in STEM face extraordinary challenges in their graduate careers. This commentary describes ways in which chemistry graduate education could become more supportive and inclusive through changes by graduate students, faculty, departments, funding agencies, and professional organizations. As a result the scientific workforce could utilize the full range of available talent and become more productive.
Open Access
The Chemistry Graduate Student Experience: Findings from an ACS Survey
(American Chemical Society, 2021-10-28) Stockard, Jean; Noviski, Maya; Rohlfing, Celeste M.; Richmond, Geraldine; Lewis, Priscilla
Graduate training is a key element in producing a scientific workforce that reflects the nation’s diversity. This paper examines data from a 2013 American Chemical Society (ACS) survey of 2,544 chemistry masters and doctoral students and reveals barriers to reaching this goal. Multivariate statistical analyses indicate that women reported significantly less supportive relationships with advisors. Women were less likely to plan to finish their degrees, and for PhD students, the discrepancy was larger for students at the start of their graduate program. Women were also less likely to pursue the next level of training, and the gender difference related to postdoctoral plans was greater for those who identified with a racial−ethnic group traditionally underrepresented in chemistry (underrepresented minority, URM). URM students who were beyond the first year of their graduate program reported significantly less supportive relationships with peers. They were also less likely to have funding sufficient to meet their needs and more often used personal resources including loans. Despite these difficulties, URM students were more likely to definitely plan to finish their degrees, and men who identified as URM were more likely to plan to pursue postdoctoral work. Independent of gender and identification as URMs, students in more highly ranked schools reported less advisor support. Extensive open-ended comments indicated that large proportions of the students desired more attention and meaningful feedback from advisors and changes within their programs to promote support for students and advisor accountability. Suggestions for future research are given, and a companion commentary discusses needed directions for change.
Open Access
Building a More Effective, Equitable, and Compassionate Educational System: The Role of Direct Instruction
(Springer, 2021-05-10) Stockard, Jean
In a recent book, Anthony Biglan describes how strong social research can be used to build a compassionate and more caring society that promotes the well-being of all. This article asserts that a strong educational system needs to be part of this transformation and that widespread use of Direct Instruction (DI) could be key in the process. Analysis of the underlying theory, development, and use of DI describes the way it is based on careful developmental research. It promotes effective and efficient learning while embodying respect for students and teachers. The results of a recent large metaanalysis of research on DI’s effectiveness show it is more effective than other educational approaches, with effect sizes that surpass the effect associated with the difference in achievement of students from lower income and other homes. Alternative approaches to educational change are reviewed and it is suggested that DI is a more effective and efficient method of improving student success. Powerful actors within the educational establishment have expressed opposition to DI and have worked to hide evidence of its effectiveness. This paper identifies other social actors who could work together to counter the resistance to DI and build an educational system that promotes the well-being of all.
Open Access
Need Improvements in Standards and Transparency for Staff Promotion
(National Institute of Standards and Technology, 2021-04) Richmond, Geri; Rohlfing, Celeste; Stockard, Jean; Tucker, Jane; Butterfield, Barbara; Noviski, Maya; Lewis, Priscilla
In 2019, COACh, an organization dedicated to developing equitable opportunities in science and engineering, contracted with NIST to “design and implement a data-driven study to examine the causes of inequity in promotions … and develop draft recommendations.” This document compiles reports of that work. A companion report by Maya Noviski, NIST GCR 21-030 “Supporting Women and Under-Represented Minorities in the Sciences: Implementing Equitable Approaches to organizational Change” summarizes scholarly literature that informed final recommendations. The work began with “listening sessions” with NIST scientific staff and administrators (mainly ZPs and ZTs), which revealed that many employees held strong views about promotion opportunities and process. This was followed by analyses of NIST personnel actions from 2000 to 2019. (Reports in Part I.) In contrast to views often expressed in the listening sessions and implicit in the wording of the call for proposals, extensive statistical analyses found little evidence that women were disadvantaged in promotions or salaries. A survey of ZP employees supported these conclusions. (Reports in Part II.) However, extensive statistical analyses and examination of open-ended comments indicated less than half of the employees believed that the promotion criteria were understood by employees or appropriate for the NIST mission or their unit or that the promotion process was fair. The concerns were more often expressed by those at lower pay bands. Within bands, gender differences in views were minimal. Focus groups with ZP staff and Group Leaders, as well as interviews with ZT staff, confirmed the conclusions from the HR data and survey and provided examples of issues with the promotion criteria and process. Direct quotes informed our conclusions and expanded our recommendations for change. (Reports in part III.) The recommendations are designed to help develop a more transparent promotion process that is seen as fair and equitable by all staff (Part IV). Appendices include material for leaders implementing change or those interested in replicating the work.
Open Access
Equity for women and underrepresented minorities in STEM: Graduate experiences and career plans in chemistry
(PNAS, 2020-11-20) Stockard, Jean; Rohlfing, Celeste M.; Richmond, Geraldine
Recent events prompted scientists in the United States and throughout the world to consider how systematic racism affects the scientific enterprise. This paper provides evidence of inequities related to race–ethnicity and gender in graduate school experiences and career plans of PhD students in the top 100 ranked departments in one science, technology, engineering, and math (STEM) discipline, chemistry. Mixed-model regression analyses were used to examine factors that might moderate these differences. The results show that graduate students who identified as a member of a racial/ethnic group traditionally underrepresented in chemistry (underrepresented minorities, URM) were significantly less likely than other students to report that their financial support was sufficient to meet their needs. They were also less likely to report having supportive relationships with peers and postdocs. Women, and especially URM women, were significantly less likely to report supportive relationships with advisors. Despite their more negative experiences in graduate school, students who identified as URM expressed greater commitment to finishing their degree and staying in the field. When there was at least one faculty member within their departments who also identified as URM they were also more likely than other students to aspire to a university professorship with an emphasis on research. Men were significantly more likely than women to express strong commitment to finishing the PhD and remaining in chemistry, but this difference was stronger in top-ranked departments. Men were also more likely than women to aspire to a professorship with an emphasis on research, and this difference remained when individual and departmental-level variables were controlled.
Open Access
Social Science Lessons for Managing Sustainability: Thoughts for La Reunion
(HAL Open Science, 2019-11-01) Stockard, Jean
As a sociologist I come from a tradition that looks for patterns that can explain human behavior–generalities that apply across places and across time. For the past few years I have taught in a department of planning and public policy. Most of our students want to enter public service. Most of them are very much concerned with how we can create sustainable communities. In my work with these students I help them learn about sociological principles that can help promote sustainability. I believe that these principles can help all of us, no matter where we live, to create more sustainable communities. I want to tell you about some of these sociological principles. In this discussion I will share examples from Oregon, and, occasio-nally, from other places. These generalities may sound simplistic, as just common sense. That does not, however, make them any less valid. All of these principles have been tested and confirmed over many years. In addition, even though these principles may sound simple, they may be difficult to apply in public policies and planning. Nevertheless, I believe that paying attention to these principles can help us address the difficult problems we will face in the years ahead in effective and humane ways. Trying not to be too bold, I will sometimes suggest ways in which these principles might be of use for La Reunion. To begin, let me put my comments in a broader context.
Open Access
The Impact of Administrative Decisions on Implementation Fidelity of Direct Instruction and Student Achievement
(SAGE Publications, 2019-03-08) Stockard, Jean
This article examined the extent to which administrative decisions that affected the implementation fidelity of Direct Instruction programs were related to student achievement. Data from three studies showed that administrative decisions that disregarded recommended protocols regarding teacher training, teacher preparation, and student schedules were related to lower levels of teacher fidelity, student progress at mastery, and student achievement. Most results were statistically significant and had large associated effect sizes. Implications for practice and policy are discussed.
Open Access
Meeting Mentoring Needs in Physical Oceanography: An Evaluation of the Impact of MPOWIR
(The Oceanography Society, 2018-12) Mouw, Colleen B.; Clem, Sarah; Legg, Sonya; Stockard, Jean
After a decade of program offerings, the Mentoring Physical Oceanography Women to Increase Retention (MPOWIR) program initiated a community-wide survey to (1) assess the impact MPOWIR has had on retention of women in the field of physical oceanography, and (2) gauge where needs are being met and where gaps still exist. To investigate the impact of MPOWIR, we compare MPOWIR participants with male and female cohorts that did not participate in MPOWIR but were at a similar career stage. The survey results indicate MPOWIR has had a substantial impact by aiding individuals in finding and developing mentoring relationships. MPOWIR women are far more likely to have a mentor, and they report having mentors in addition to their advisors, indicating proactive seeking of mentoring relationships. Survey results identify many unmet mentoring needs for both men and women, but MPOWIR participants appear to be receiving more from their mentoring relationships than their non-MPOWIR cohorts. The majority of survey respondents reported there were challenges to achieving career goals, but MPOWIR participants were significantly more likely to have attained their career goals, even though they had received their PhDs more recently. Eighty-eight percent of survey respondents with PhDs were employed in oceanography, irrespective of participation in MPOWIR. MPOWIR women indicate the program has had a large impact on their lives, with the greatest effect being expansion of professional networks and exposure to professional development skills. Senior participants in the program (who serve as mentors to junior scientists) also reported significant professional and personal growth from being involved. Data obtained independently of the survey show that, of the 173 women who have participated in MPOWIR, the recent PhDs are predominantly in postdoctoral positions as expected, but for participants receiving their PhDs prior to 2012, an impressive 80% are in faculty or university/government/nonprofit research positions. Thus, MPOWIR appears to have had an important impact on retention and career satisfaction of its participants
Open Access
The Effectiveness of Direct Instruction Curricula: A Meta-Analysis of a Half Century of Research
(SAGE Publications, 2018-08) Stockard, Jean; Wood, Timothy W.; Coughlin, Cristy; Khoury, Caitlin Rasplica
Quantitative mixed models were used to examine literature published from 1966 through 2016 on the effectiveness of Direct Instruction. Analyses were based on 328 studies involving 413 study designs and almost 4,000 effects. Results are reported for the total set and subareas regarding reading, math, language, spelling, and multiple or other academic subjects; ability measures; affective outcomes; teacher and parent views; and single-subject designs. All of the estimated effects were positive and all were statistically significant except results from metaregressions involving affective outcomes. Characteristics of the publications, methodology, and sample were not systematically related to effect estimates. Effects showed little decline during maintenance, and effects for academic subjects were greater when students had more exposure to the programs. Estimated effects were educationally significant, moderate to large when using the traditional psychological benchmarks, and similar in magnitude to effect sizes that reflect performance gaps between more and less advantaged students.
Open Access
Is the Gender Climate in Chemistry Still Chilly? Changes in the Last Decade and the Long-Term Impact of COACh-Sponsored Workshops
(American Chemical Society, 2018-07-20) Greene, Jessica; Richmond, Geraldine; Lewis, Priscilla; Stockard, Jean
The representation of women among recipients of chemistry Ph.D. degrees has increased in recent years, but their representation among the faculty in academic departments is still below what would be expected given the proportion of degrees received. Articles published in the Journal of Chemical Education in 2010 documented a hostile gender-related climate in academic chemistry and the way in which COACh had helped women deal with this hostile environment. This paper replicates and extends the 2010 analyses. Findings from surveys of over 400 women indicate that the negative gender-related climate within chemistry changed very little from 2006 to 2016. Women who had participated in COACh continued to report that they often used skills learned in COACh workshops and that these skills helped them in their careers. Discussion of the findings emphasizes the extent to which commitment and actions by administrators and the profession as a whole are needed to promote the full inclusion of women within the field.
Open Access
The Impact of Continual Exposure to Direct Instruction in the Elementary Years: Results from Three Charter School Systems
(University of Oregon, 2018-06-02) Stockard, Jean
This brief report examines the impact on student achievement of exposure to Direct Instruction (DI) throughout the elementary years and, specifically, the extent to which the achievement of students taught with DI from grades K-5 differs from those taught with the program in only grades K-2. It compares data from three charter school systems: schools associated with the Baltimore Curriculum Project (BCP) in inner-city Baltimore, the Arthur schools in the Portland, Oregon area, and the IDEA school system based in Texas. All systems serve students with relatively high levels of poverty and who begin kindergarten with skills that are lower than the national average. Both BCP and Arthur schools implement Direct Instruction curricular programs using a school-wide implementation model in which DI programs are used as the core programs for instruction from kindergarten through grade 5 (NIFDI, 2012).The IDEA schools use DI within grades K-2 but other programs for core instruction in the higher grades. Data on nationally normed assessments were available for each system. Analyses focused on the percentage of students who fell at or above an average level of achievement, defined as scoring at the 40th percentile or higher, and at high levels, defined as the 80th percentile or higher. Results indicated no long-term differences between the systems in mathematics achievement, but significant long-term advantages in reading achievement for students in the schools with continuous exposure to DI. These differences were most marked at higher levels. The first section of this report explains the methodology, the second section presents results, and the third summarizes and discusses the findings. Figures, tables, and references cited in the text are at the end of the document.
Open Access
Speech Given at Induction Ceremony for Alpha Kappa Delta: California State University - Channel Islands
(2018-05-09) Stockard, Jean
Open Access
Discretionary Time Over Time: A Longitudinal View of Adults’ Lives and Leisure
(International Association for Time Use Research, 2018) Carpenter, Gaylene; Stockard, Jean
This study examined how middle-aged adults perceive discretionary or free time in their lives and the ways in which their life experiences and reflections on life structure are related to these perceptions. Research focused specifically on how changes in perceptions of available discretionary time were related to changing life experiences, assessments of life structure, and perceptions regarding leisure over a nine-year period. Data came from the longitudinal investigation of leisure, life perceptions, and life values: A Study of Leisure During Adulthood, ASOLDA. Descriptive statistics and mixed models were used to examine longitudinal quantitative data from eighty-four study participants. Results indicated that perceptions of time scarcity were most common for adults in years in which they had experienced more negative life events, especially when these life experiences prompted them to rethink and re-evaluate their lives. This pattern was most marked for those who had more positive perceptions of leisure. Data from four qualitative case studies further illustrate findings and future theoretical directions are discussed.
Open Access
The Threshold and Inclusive Approaches to Determining ‘‘Best Available Evidence’’: An Empirical Analysis
(SAGE Publications, 2016-08-19) Stockard, Jean; Wood, Timothy W.
Most evaluators have embraced the goal of evidence-based practice (EBP). Yet, many have criticized EBP review systems that prioritize randomized control trials and use various criteria to limit the studies examined. They suggest this could produce policy recommendations based on small, unrepresentative segments of the literature and recommend a more traditional, inclusive approach. This article reports two empirical studies assessing this criticism, focusing on the What Works Clearinghouse (WWC). An examination of outcomes of 252 WWC reports on literacy interventions found that 6% or fewer of the available studies were selected for review. Half of all intervention reports were based on only one study of a program. Data from 131 studies of a reading curriculum were used to compare conclusions using WWC procedures and more inclusive procedures. Effect estimates from the inclusive approach were more precise and closer to those of other reviews. Implications are discussed.
Open Access
Is Sprawl Unhealthy? A Multilevel Analysis of the Relationship of Metropolitan Sprawl to the Health of Individuals
(SAGE Publications, 2016-06-30) Kelly-Schwartz, Alexia C.; Stockard, Jean; Doyle, Scott; Schlossberg, Marc
This article addresses the contention that urban sprawl influences general health through physical activity, obesity, and the presence of chronic disease. Data on individual health is obtained from the National Health and Nutrition Examination Survey III study in 29 primary metropolitan statistical areas, and data on sprawl are from Ewing et al. Using hierarchical modeling, the results indicate that even with strong controls for individual variables, residents of areas with more highly accessible and gridded street networks have higher health ratings. At the same time, residents of more densely populated urban areas have lower rated health, net of individual-level measures. Measures of sprawl have no significant relationship to frequency of walking, body mass index, or diagnosis of various chronic diseases. However, among those with chronic conditions, including hypertension, diabetes, and lung disease, those who live in areas with more highly connected street networks have higher rated health.
Open Access
Effective Direct Instruction Implementations: The Impact of Administrative Decisions and Time
(National Institute for Direct Instruction (NIFDI), 2016-04-03) Stockard, Jean
While a large literature shows that Direct Instruction (DI) is more effective than other curricular programs, some DI schools and classrooms are more successful than others. A major reason for these differences is implementation fidelity – the extent to which teachers and schools administer the programs as they were designed. Teachers and schools that conform most closely to DI implementation protocols have the most success. Their students proceed through the programs at mastery more quickly and have higher achievement. This report focuses on two general factors that influence the development of teachers’ skills at implementing DI with fidelity: 1) the extent to which administrative practices and decisions support implementation of DI teaching practices and 2) the extent to which student performance improves as schools, teachers, and students have more experience with the program.
Open Access
Empowering Educational Consumers to Analyze Educational Assessment Data: The Educational Impact Calculator (EIC)
(National Institute for Direct Instruction (NIFDI), 2016-03-24) Stockard, Jean
The body of this Report provides background to help users of the EIC. The first two sections discuss terminology and describe the structure of the EIC. The following five sections give examples of the use of the EIC to answer the queries listed above. Examples use each of the possible types of input data and different types of groups (e.g. classrooms, schools, and districts). A final section discusses ways in which the EIC could potentially help students and schools and provides cautions regarding its use. An extensive appendix explains the underlying research designs and gives the equations used in the statistical analyses. The techniques are identical to those covered in introductory college level statistics courses. While they are not complex, they are fully sufficient for answering the questions that are generally of most concern to educational consumers.
Open Access
Changing Social Networks: A Study of the Networks of Women at the DOE National Laboratory Women in Science Summit of November 2015
(COACh, 2016-02-15) Stockard, Jean
In November 2015 COACh sponsored a Women in Science Summit at Argonne National Laboratory that brought together 29 women scientists from 14/17 laboratories. At the end of the summit a short questionnaire was distributed that asked attendees about the extent to which they knew other participants before the meeting and their intentions to stay in contact with others after the meeting.
Open Access
Long-Term Impact of COACh: Results from a Survey Administered in 2015-16
(COACh, 2015-09-06) Stockard, Jean
This report summarizes responses to an internet-based survey sent to women chemists who attended COACh-sponsored workshops co-located at the National American Chemical Society meetings from 2006 to 2010. Ninety-two women responded to an initial mailing of the survey in March, 2015, and 92 attendees responded. An additional 22 people responded to a second mailing in April, 2016.1 The survey followed the format of a 2007 survey sent to people who had attended COACh sponsored workshops, described in a 2010 article in Journal of Chemical Education. Questions were designed to examine the impact of the workshop on their interactions with others and their careers as well as to gather information on their career experiences. The first section below summarizes respondents’ reports of the impact of the workshops and how often they used the skills that were taught. The second section summarizes information on the characteristics of the respondents, and the third examines the way in which respondents’ characteristics and career experiences were (or were not) related to the reported impact of the workshop. The fourth section compares data from this survey and that gathered in 2007, and a final section summarizes respondents reports of how COACh could help them in the future.
Open Access
Gender Equity in a Department of Energy National Laboratory: Report of a COACh-Sponsored Survey, Interviews, and Workshop Experience
(COACh, 2015-09) Stockard, Jean
The DOE Sponsored National Laboratories perform work considered crucial to sustaining national scientific and technical capabilities. Employing the most talented and accomplished scientists through tapping the nation’s wide diversity of expertise is central to their success. Yet, only a small proportion of the research staff at national labs are women, and the percentages are even smaller in leadership positions, proportions that appear to be noticeably smaller than in the academic sector. COACh was invited to conduct a workshop on employee negotiations at one national lab in the spring of 2013 and, as part of this process, gathered information about the career concerns of women scientists at the lab. Data gathered from written surveys, formal interviews, and observations at the workshop indicate that the women were highly dedicated to their science and enjoyed their work. However, the vast majority also expressed concerns related to workplace climate, communication between management and staff, transparency of procedures and policies, and opportunities for advancement. While the majority of interviewees felt that they had not personally experienced gender inequities, they thought that other individuals and experienced them and/or that they were evident at an organizational level. Three general recommendations regarding COACh support for the lab were derived: 1) employee training regarding communication and management skills, career development and networking, work-life balance, and cross-cultural communication; 2) consultation on developing effective processes for promoting greater equity, and 3) monitoring the lab’s progress in promoting equity. The success of the National Science Foundation sponsored ADVANCE program in promoting equity in the academic world is cited as a possible model for promoting equity in the national labs. Understanding the extent to which the concerns expressed by the women in the lab discussed in this report generalize to other settings is a crucial first step in the process.