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Dr. Riegle-Crumb's research interests center upon gender and racial/ethnic inequality in educational experiences and achievement. As a sociologist of education, she is particularly interested in the role of social contexts, including friendships, schools, and communities, in increasing or ameliorating educational disparities in math and science. Her research also focuses on the complex intersection between gender and race/ethnicity with regard to educational inequality. Dr. Riegle-Crumb's work has been funded with grants from several agencies and foundations, including the National Science Foundation and the National Institutes of Health. Her research expertise includes quantitative research methods and analyses of national datasets.

Ph.D. in Sociology, University of Chicago, 2000

Focuses on the social construction of gender and racial/ethnic inequality in educational opportunities and experiences in STEM fields from a sociological perspective. Methodological expertise in quantitative research methods and analyses of large scale datasets.

Editorial Board, American Educational Research Journal,

Editorial Board, Journal of Research in Science Teaching,

Graduate Adviser, STEM Education, University of Texas

Riegle-Crumb,, C., Russo-Tait, T., Doerr, K. & Nguyen, U. (2022). Critical consciousness of gender inequality: Considering the viewpoints of racially diverse high school girls with engineering aspirations. Sociological Perspectives. doi:.

Nguyen, U., Russo-Tait, T., Riegle-Crumb, C. & Doerr, K. (2022). Changing the gendered status quo in engineering? The encouraging and discouraging experiences of young women with engineering aspirations. Science Education. doi:.

Riegle-Crumb, C. & Peng, M. (2021). Examining high school students gendered beliefs about math: Predictors and implications for choice of STEM college majors.. Sociology of Education, 94(3). doi:.

Doerr, K., Riegle-Crumb, C., Russo-Tait, T., Takasaki, K., Sassler, S. & Levitte, Y. (2021). Making merit work at the entrance to the engineering workforce: Examining womens experiences and variations by race/ethnicity. Sex Roles, 85(7). doi:.

Nguyen, U. & Riegle-Crumb, C. (2021). Who is a scientist? Gender, counter-stereotypical beliefs about scientists, and the STEM major intentions of Black and Latinx students.. International Journal of STEM Educaiton, 8(28). doi:.

Morton, K. & Riegle-Crumb, C. (2020). Is school racial/ethnic composition associated with content coverage in algebra?. Educational Reseracher, 49(6).

Riegle-Crumb, C., Peng, M. & Buontempo, J. (2019). Gender, competitiveness, and intentions to pursue STEM fields. International Journal of Gender, Science and Technology, 11(2).

Morton, K. & Riegle-Crumb, C. (2019). Who gets in? Examining inequality in 8th grade algebra. Journal For Research in Mathematics Education, 50(5).

Riegle-Crumb, C., Morton, K., Nguyen, U. & Dasgupta, N. (2019). Inquiry-based instruction in science and mathematics middle school classrooms: Examining its association with students attitudes by gender and race/ethnicity. AERA Open, 5(3).

Riegle-Crumb, C., Peng, M. & Russo-Tait, T. (2019). Committed to STEM? Examining factors that predict occupational commitment among Asian and White female students completing STEM postsecondary programs. Sex Roles, 1.

Riegle-Crumb, C., King, B. & Irizarrry, Y. (2019). Does STEM stand out? Examining racial/ethnic gaps in persistence across postsecondary fields. Educational Reseracher, 48(3).

Buontempo, J., Riegle-Crumb, C., Patrick, A. & Peng, M. (2017). Examining gender differences in engineering identity among high school engineering students. Journal of Women and Minorities in Science and Engineering, 3.

Riegle-Crumb, C. & Morton, K. (2017). Gendered expectations: Examining how peers shape female students' intent to pursue STEM fields. Frontiers in Psychology. Frontiers in Psychology, 8.

Kyte, S. & Riegle-Crumb, C. (2017). Perceptions of the social relevance of science: Exploring the implications for gendered patterns in expectations of majoring in STEM fields. Social Sciences, 6(1).

Riegle-Crumb, C., Moore, C. & Buontempo, J. (2017). Shifting STEM stereotypes? Considering the role of peer and teacher gender. Journal of Research on Adolescence,, 27(3).

Riegle-Crumb, C., King, B. & Moore, C. (2016). Do they stay or do they go? The switching decisions of individuals who enter gender atypical college majors.. Sex Roles, 74.

Riegle-Crumb, C., Morton, K., Moore, C., Chimonidou, A., Labrake, C. & Kopp, S. (2015). Do inquiring minds have positive attitudes? The science education of preservice elementary teachers. Science Education, 99.

Riegle-Crumb, C. & Moore, C. (2014). The gender gap in high school physics: Considering the context of local communities. Social Science Quarterly, 95(1).

Riegle-Crumb, C. & Moore, C. (2013). Examining gender inequality in a high school engineering course. American Journal of Engineering Education, 4(1).

Riegle-Crumb, C., King, B., Grodsky, E. & Muller, C. (2012). The more things change, the more they stay the same? Prior achievement fails to explain gender inequality in entry into STEM college majors over time.. American Education Research Journal, 49(6), 1048-1073.

Riegle-Crumb, C. & Humphries, M. (2012). Exploring bias in math teachers perceptions of students ability by gender and race/ethnicity.. Gender and Society, 26(2), 290-322.

Riegle-Crumb, C., Moore, C. & Ramos-Wada, A. (2011). Who wants to have a career in science or math?: Exploring adolescents future aspirations by gender and race/ethnicity.. Science Education, 95(3), 458-476.

Riegle-Crumb, C. & King, B. (2010). Questioning a white male advantage in STEM: Examining disparities in college major.. Educational Researcher, 39, 656-664.

Dean's Fellowship - University of Texas (2019)

Diversity Mentoring Fellowship - University of Texas (2017)

Regents' Outstanding Teacher Award - The University of Texas at Austin (2013)

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Catherine Riegle-Crumb

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