Research Philosophy
My research is rooted in the recognition that there are significant barriers preventing students, particularly women, from entering and succeeding in STEM fields, particularly in the areas of programming and technology. My exploration of these gaps — cognitive, gender-based, and equity-driven — seeks to understand the underlying causes and to propose effective methodologies to close these gaps. The scarcity of women in technology-related disciplines, as well as the broader inequities in STEM education, are central concerns in my work.
Cognitive Gap
I contend that all students possess the potential to succeed academically; however, they do not all begin at the same cognitive starting point. Research in cognitive development suggests that students face challenges when learning complex, abstract content, but it remains unclear whether this is due to inherent cognitive limitations or the way in which the material is introduced. My research aims to understand the mechanisms by which students acquire knowledge, specifically how they transition from simpler to more complex concepts in programming. By identifying the atomic-level properties that influence this transition, my work seeks to inform the design of pedagogical strategies that bridge the cognitive gap. In doing so, I aim to create a comprehensive pedagogical model that reduces the learning curve in dense content areas such as programming, thereby improving student retention and achievement.
STEM Gender Gap in High School
Despite the increasing demand for professionals in fields like cybersecurity, women remain underrepresented in STEM disciplines. In May 2024, women made up just 17.9% of the cybersecurity industry in the United States, according to a LinkedIn report. As of 2023, women comprised just 28% of the STEM workforce, highlighting ongoing underrepresentation in these fields This disparity cannot be attributed to a lack of ability—women are equally capable of succeeding in these fields. Therefore, my research seeks to understand why women are not pursuing these high-growth, high-demand careers.
As part of my research, I have developed the Camp CryptoBot summer workshop for high school students. This workshop is designed to explore the factors that influence young women’s decisions to pursue cybersecurity and programming. By incorporating hands-on learning experiences with robotics (such as SeaPerch, SeaGlider, Sphero, and Parrot Mini-drones) and utilizing female-led instructional activities, coaching, and keynote speakers, the program aims to foster confidence and interest in these fields. Preliminary findings indicate that female participants show increased achievement and more positive attitudes toward cybersecurity. This research is ongoing, with a focus on understanding the key factors that influence women’s self- efficacy, attitudes, and decision-making processes in relation to STEM career choices.
Equity Gap in Middle School Education
Educational inequity, especially in low-income communities, is a persistent challenge. Students in these communities often lack access to technology, placing them at a significant disadvantage when it comes to pursuing STEM careers. This inequity is exacerbated by income disparities, which hinder families’ ability to provide their children with the resources necessary for academic success.
In response to this challenge, I developed the CIS 102Q Problem Solving Using Robotics course as part of Pace University’s Service-Learning Initiative. The course partners university students with middle school students in underserved communities to teach coding and problem-solving skills using robotics. This initiative serves a dual purpose: it builds the confidence of university students while stimulating interest in STEM careers among middle school students. By examining the impact of this course on educational inequities, my research aims to assess the efficacy of community engagement in addressing the achievement gap in STEM education. The goal is to identify strategies that can reduce barriers to entry for low-income students, particularly those from underrepresented groups, in the rapidly growing fields of technology.
Conclusion
Through this research, I seek to contribute to the growing body of knowledge on the challenges and barriers that prevent full participation in STEM fields. By focusing on cognitive development, gender disparities, and educational inequities, my work aims to develop evidence- based solutions that will empower a more diverse generation of students to enter and succeed in STEM careers. Through experiential learning, targeted pedagogical models, and community- based initiatives, I am committed to advancing equity and opportunity for all students.
