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Social Sciences and Humanities

D-Index
32
Citations
9973
World Ranking
7194
National Ranking
3494

Research.com Recognitions

  • 2008 - Fellow of the American Educational Research Association

Overview

Margaret Eisenhart is affiliated with the University of Colorado Boulder in the United States. Their research primarily spans the social sciences, with a focus on areas including safety research, general agricultural and biological sciences, gender studies, literature and literary theory, and political science and international relations.

The topics covered in their work reflect a broad engagement with educational and diversity issues, such as career development and diversity, diverse educational innovations studies, gender and technology in education, second language learning and teaching, global educational policies and reforms, educational theory and curriculum studies, and higher education research studies.

Eisenhart has collaborated frequently with colleagues such as Carrie D. Allen and Jill M. Bystydzienski. Their published work includes papers appearing in a variety of specialized journals, underlining their interdisciplinary focus.

  • Addressing underrepresentation of young women of color in engineering and computing through the lens of sociocultural theory, 2020, Cultural Studies of Science Education
  • The Anthropology of Learning Revisited, 2021, Anthropology & Education Quarterly
  • DIVERSE, HIGH-ACHIEVING YOUNG WOMEN AND THE PURSUIT OF ENGINEERING: ACCESS, ACCUMULATION, AND ACTIVATION OF CAPITAL, 2023, Journal of Women and Minorities in Science and Engineering

These publications emphasize issues related to diversity in education and access within STEM fields, alongside broader anthropological and educational inquiries. Eisenhart's engagement with cultural and social perspectives on learning and equity is evident in their recent research contributions.

Selected publication venues for their work include:

  • Cultural Studies of Science Education
  • Anthropology & Education Quarterly
  • Journal of Women and Minorities in Science and Engineering

Margaret Eisenhart was recognized as a Fellow of the American Educational Research Association in 2008, marking a formal acknowledgment within the educational research community.

Best Publications

  • Educated in Romance: Women, Achievement, and College Culture

    Dorothy C. Holland;Margaret A. Eisenhart

  • Standards for Qualitative (and Quantitative) Research: A Prolegomenon

    Kenneth R. Howe;Margaret A. Eisenhart

  • Learning to Teach Hard Mathematics: Do Novice Teachers and Their Instructors Give Up Too Easily?

    Hilda Borko;Margaret Eisenhart;Catherine A. Brown;Robert G. Underhill

  • Creating the Conditions for Scientific Literacy: A Re-Examination

    Margaret Eisenhart;Elizabeth Finkel;Scott F. Marion

  • Conceptual Knowledge Falls through the Cracks: Complexities of Learning to Teach Mathematics for Understanding.

    Margaret Eisenhart;Hilda Borko;Robert Underhill;Catherine Brown

  • Educational Ethnography Past, Present, and Future: Ideas to Think With

    Margaret Eisenhart

  • The Ethnographic Research Tradition and Mathematics Education Research.

    Margaret A. Eisenhart

  • Women's Science: Learning and Succeeding from the Margins

    Margaret Eisenhart;Elizabeth Finkel;Linda Behm;Nancy Lawrence

  • Contestation and Change in National Policy on “Scientifically Based” Education Research:

    Margaret Eisenhart;Lisa Towne

  • Teacher Beliefs Definitions, Findings, and Directions

    Margaret A. Eisenhart;Judith L. Shrum;Joe R. Harding;Alexander M. Cuthbert

  • Doctoral Preparation of Scientifically Based Education Researchers

    Margaret Eisenhart;Robert L. DeHaan

  • Generalization from Qualitative Inquiry

    Margaret Eisenhart

  • Designing Classroom Research: Themes, Issues, and Struggles

    Margaret A. Eisenhart;Hilda Borko

  • Learning to Teach: developing expertise or rite of passage?

    M. Eisenhart;L. Behm;L. Romagnano

  • Representing Qualitative Data

    Margaret Eisenhart

  • The Paradox of Peer Review: Admitting too Much or Allowing too Little?

    Margaret Eisenhart

  • High School Opportunities for STEM: Comparing Inclusive STEM-Focused and Comprehensive High Schools in Two US Cities.

    Margaret Eisenhart;Lois Weis;Carrie D. Allen;Kristin Cipollone

  • High School Is Not Too Late: Developing Girls' Interest and Engagement in Engineering Careers

    Jill M. Bystydzienski;Margaret Eisenhart;Monica Bruning

  • In the Guise of STEM Education Reform Opportunity Structures and Outcomes in Inclusive STEM-Focused High Schools

    Lois Weis;Margaret Eisenhart;Kristin Cipollone;Amy E. Stich

  • On the Subject of Interpretive Reviews

    Margaret Eisenhart

  • Conceptual Frameworks for Research Circa 1991: Ideas from a Cultural Anthropologist; Implications for Mathematics Education Rese

    Margaret Eisenhart

  • Changing Conceptions of Culture and Ethnographic Methodology: Recent Thematic Shifts and their Implications for Research

    Margaret Eisenhart

Frequent Co-Authors

Hilda Borko
Hilda Borko Stanford University
Thomas S. Weisner
Thomas S. Weisner University of California, Los Angeles
Paul Cobb
Paul Cobb Vanderbilt University
William R. Penuel
William R. Penuel University of Colorado Boulder
Greg J. Duncan
Greg J. Duncan University of California, Irvine
Jacquelynne S. Eccles
Jacquelynne S. Eccles University of California, Irvine
Lorrie A. Shepard
Lorrie A. Shepard University of Colorado Boulder

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