LATEST PROJECTS
Dr. Zárate has contributed to 6 publications, she has conducted 9 conference paper presentations, and 8 poster presentations. She has presented her research on diversity and inclusion, and STEM pathways at various conferences around the country. Zárate has assisted in teaching courses on diversity in engineering and statistical methods at Stanford University, and has served on various panels addressing parents and students at various stages of their academic careers. She has collaborated with diverse organizations, colleges and universities bringing together research and practice in areas addressing college enrollment, digital technology, and access to science, technology engineering and mathematics programs and opportunities.
Project | 01
Research Study Under Review | Assessing the Role of Community College Developmental Math on Degree earned
This study examines the impacts of placement into upper-level developmental/remedial math on students’ academic outcomes in two California community colleges. Using Regression Discontinuity (RD) analysis, the causal effects of being assigned to developmental math were estimated by assessing students at the “cutoff” of their math placement test, specifically, students who scored right below the cutoff into developmental math and right above the threshold into college-level math. The outcomes of interest include student enrollment for one, three, six, or nine quarters at any 2- or 4-year institution in the US, unit completion, students' passing their first math class, obtaining at least an Associate or Bachelors degree, obtaining an Associate of Arts/Bachelor of Arts vs an Associate of Science/Bachelor of Science degree.
Project | 02
Latinx Community College Students’
STEM Pathways – Everything but Linear
This qualitative study examines eighteen Latinx students’ STEM (science, technology, engineering, mathematics) pathways at two California community colleges through the lens of the status attainment theory framework and community cultural wealth framework. The primary objective of this research is to provide an in-depth understanding of the academic and non-academic experiences, and internal and external challenges that impacted Latinx students’ trajectories in-and-out of STEM disciplines. The role of mentors, family, social networks, academic programs, coursework, instructors, and in- and out-of-school responsibilities and activities are discussed as part of students’ STEM pathways. Through this research the goal is to advance, empower, and support Latinx students’ college pathways, particularly toward the attainment of a STEM degree and/or career.
Project | 03
Assessing Students’ Change in STEM Intent from 9th to 11th grade –
What is the Role of School Resources?
This quantitative study examines the impact of school level resources on high school students’ change in STEM intent from 9th to 11th grade using the High School Longitudinal Study: 2009 (HSLS:09). This study consists of two subgroups of students those who stated an interest in a STEM degree in 9th grade and those who stated an interest in a non-STEM degree. The research sample consists of over 22,000 students in 940 schools across the U.S. The primary objective of this research is to assess if students from different backgrounds (including race/ethnicity, socioeconomic status, and math achievement) attend schools with different amounts of school resources and if these resources are associated with students’ change in STEM intent. There is a particular focus on students switching into STEM and students switching out of STEM from 9th to 11th grade. This study invites educators and institutions to re-evaluate what school resources are being offered and how they are being utilized. This study also highlights the potential school resources have in assisting students in their STEM pathways.