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Making a difference: the social ecology of social transformation.

American journal of community psychology

Maton KI.
PMID: 10824273
Am J Community Psychol. 2000 Feb;28(1):25-57. doi: 10.1023/A:1005190312887.

A multidisciplinary and multilevel framework for social transformation is proposed, encompassing four foundational goals: capacity-building, group empowerment, relational community-building, and culture-challenge. Intervention approaches related to each goal are presented at the setting, geographic community, and societal levels. Four exemplars...

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Maton KI. Making a difference: the social ecology of social transformation. Am J Community Psychol. 2000;28(1):25-57doi: 10.1023/A:1005190312887.
Maton, K. I. (2000). Making a difference: the social ecology of social transformation. American journal of community psychology, 28(1), 25-57. https://doi.org/10.1023/A:1005190312887
Maton, K I. "Making a difference: the social ecology of social transformation." American journal of community psychology vol. 28,1 (2000): 25-57. doi: https://doi.org/10.1023/A:1005190312887
Maton KI. Making a difference: the social ecology of social transformation. Am J Community Psychol. 2000 Feb;28(1):25-57. doi: 10.1023/A:1005190312887. PMID: 10824273.
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Introduction to Research: A Scalable, Online Badge Implemented in Conjunction with a Classroom-Based Undergraduate Research Experience (CURE) that Promotes Students Matriculation into Mentored Undergraduate Research.

UI journal

Ott LE, Godsay S, Stolle-McAllister K, Kowalewski C, Maton KI, LaCourse WR.
PMID: 32766571
UI J. 2020;11(1). Epub 2020 May 14.

The benefits of mentored undergraduate research to student success, retention, and persistence in science, technology, engineering, and mathematics (STEM) have long been identified. However, many students miss out on the opportunity to engage in research often due to unfamiliarity...

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Ott LE, Godsay S, Stolle-McAllister K, et al. Introduction to Research: A Scalable, Online Badge Implemented in Conjunction with a Classroom-Based Undergraduate Research Experience (CURE) that Promotes Students Matriculation into Mentored Undergraduate Research. UI J. 2020;11(1)
Ott, L. E., Godsay, S., Stolle-McAllister, K., Kowalewski, C., Maton, K. I., & LaCourse, W. R. (2020). Introduction to Research: A Scalable, Online Badge Implemented in Conjunction with a Classroom-Based Undergraduate Research Experience (CURE) that Promotes Students Matriculation into Mentored Undergraduate Research. UI journal, 11(1), .
Ott, Laura E, et al. "Introduction to Research: A Scalable, Online Badge Implemented in Conjunction with a Classroom-Based Undergraduate Research Experience (CURE) that Promotes Students Matriculation into Mentored Undergraduate Research." UI journal vol. 11,1 (2020).
Ott LE, Godsay S, Stolle-McAllister K, Kowalewski C, Maton KI, LaCourse WR. Introduction to Research: A Scalable, Online Badge Implemented in Conjunction with a Classroom-Based Undergraduate Research Experience (CURE) that Promotes Students Matriculation into Mentored Undergraduate Research. UI J. 2020;11(1). Epub 2020 May 14. PMID: 32766571; PMCID: PMC7405868.
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The STEM Pipeline: The Role of Summer Research Experience in Minority Students' Ph.D. Aspirations.

Education policy analysis archives

Pender M, Marcotte DE, Sto Domingo MR, Maton KI.
PMID: 21841903
Educ Policy Anal Arch. 2010 Dec 10;18(30):1-36.

Practical research experience has been seen as an important tool to enhance learning in STEM fields and shape commitment to science careers. Indeed, this was a prominent recommendation of the Boyer Commission. Further, there is evidence this is especially...

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Pender M, Marcotte DE, Sto Domingo MR, et al. The STEM Pipeline: The Role of Summer Research Experience in Minority Students' Ph.D. Aspirations. Educ Policy Anal Arch. 2010;18(30):1-36
Pender, M., Marcotte, D. E., Sto Domingo, M. R., & Maton, K. I. (2010). The STEM Pipeline: The Role of Summer Research Experience in Minority Students' Ph.D. Aspirations. Education policy analysis archives, 18(30), 1-36.
Pender, Matea, et al. "The STEM Pipeline: The Role of Summer Research Experience in Minority Students' Ph.D. Aspirations." Education policy analysis archives vol. 18,30 (2010): 1-36.
Pender M, Marcotte DE, Sto Domingo MR, Maton KI. The STEM Pipeline: The Role of Summer Research Experience in Minority Students' Ph.D. Aspirations. Educ Policy Anal Arch. 2010 Dec 10;18(30):1-36. PMID: 21841903; PMCID: PMC3155261.
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Enhancing the Number of African Americans Who Pursue STEM PhDs: Meyerhoff Scholarship Program Outcomes, Processes, and Individual Predictors.

Journal of women and minorities in science and engineering

Maton KI, Sto Domingo MR, Stolle-McAllister KE, Zimmerman JL, Hrabowski FA.
PMID: 21841904
J Women Minor Sci Eng. 2009;15(1):15-37. doi: 10.1615/JWomenMinorScienEng.v15.i1.20.

The current study examines the outcomes, processes, and individual predictors of pursuit of a STEM PhD among African-American students in the Meyerhoff Scholarship Program. Meyerhoff students were nearly five times more likely than comparison students to pursue a STEM...

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Maton KI, Sto Domingo MR, Stolle-McAllister KE, et al. Enhancing the Number of African Americans Who Pursue STEM PhDs: Meyerhoff Scholarship Program Outcomes, Processes, and Individual Predictors. J Women Minor Sci Eng. 2009;15(1):15-37doi: 10.1615/JWomenMinorScienEng.v15.i1.20.
Maton, K. I., Sto Domingo, M. R., Stolle-McAllister, K. E., Zimmerman, J. L., & Hrabowski, F. A. (2009). Enhancing the Number of African Americans Who Pursue STEM PhDs: Meyerhoff Scholarship Program Outcomes, Processes, and Individual Predictors. Journal of women and minorities in science and engineering, 15(1), 15-37. https://doi.org/10.1615/JWomenMinorScienEng.v15.i1.20
Maton, Kenneth I, et al. "Enhancing the Number of African Americans Who Pursue STEM PhDs: Meyerhoff Scholarship Program Outcomes, Processes, and Individual Predictors." Journal of women and minorities in science and engineering vol. 15,1 (2009): 15-37. doi: https://doi.org/10.1615/JWomenMinorScienEng.v15.i1.20
Maton KI, Sto Domingo MR, Stolle-McAllister KE, Zimmerman JL, Hrabowski FA. Enhancing the Number of African Americans Who Pursue STEM PhDs: Meyerhoff Scholarship Program Outcomes, Processes, and Individual Predictors. J Women Minor Sci Eng. 2009;15(1):15-37. doi: 10.1615/JWomenMinorScienEng.v15.i1.20. PMID: 21841904; PMCID: PMC3154119.
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Community psychology at the crossroads: prospects for interdisciplinary research.

American journal of community psychology

Maton KI, Perkins DD, Saegert S.
PMID: 16927157
Am J Community Psychol. 2006 Sep;38(1):9-21. doi: 10.1007/s10464-006-9062-3.

Effective engagement in interdisciplinary work is critical if community psychology is to achieve its promise as a field of ecological inquiry and social action. The purpose of this paper and special issue is to help make the benefits of...

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Maton KI, Perkins DD, Saegert S. Community psychology at the crossroads: prospects for interdisciplinary research. Am J Community Psychol. 2006;38(1):9-21doi: 10.1007/s10464-006-9062-3.
Maton, K. I., Perkins, D. D., & Saegert, S. (2006). Community psychology at the crossroads: prospects for interdisciplinary research. American journal of community psychology, 38(1), 9-21. https://doi.org/10.1007/s10464-006-9062-3
Maton, Kenneth I, et al. "Community psychology at the crossroads: prospects for interdisciplinary research." American journal of community psychology vol. 38,1 (2006): 9-21. doi: https://doi.org/10.1007/s10464-006-9062-3
Maton KI, Perkins DD, Saegert S. Community psychology at the crossroads: prospects for interdisciplinary research. Am J Community Psychol. 2006 Sep;38(1):9-21. doi: 10.1007/s10464-006-9062-3. PMID: 16927157.
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Minority students of color and the psychology graduate pipeline: disquieting and encouraging trends, 1989-2003.

The American psychologist

Maton KI, Kohout JL, Wicherski M, Leary GE, Vinokurov A.
PMID: 16478356
Am Psychol. 2006 Feb-Mar;61(2):117-31. doi: 10.1037/0003-066X.61.2.117.

Trends since 1989 in the minority graduate pipeline in psychology are examined, with special focus on trends in recent years. Encouraging trends generally outweigh troubling ones at lower levels of the pipeline. However, in recent years disquieting trends dominate...

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Maton KI, Kohout JL, Wicherski M, et al. Minority students of color and the psychology graduate pipeline: disquieting and encouraging trends, 1989-2003. Am Psychol. 2006;61(2):117-31doi: 10.1037/0003-066X.61.2.117.
Maton, K. I., Kohout, J. L., Wicherski, M., Leary, G. E., & Vinokurov, A. (2006). Minority students of color and the psychology graduate pipeline: disquieting and encouraging trends, 1989-2003. The American psychologist, 61(2), 117-31. https://doi.org/10.1037/0003-066X.61.2.117
Maton, Kenneth I, et al. "Minority students of color and the psychology graduate pipeline: disquieting and encouraging trends, 1989-2003." The American psychologist vol. 61,2 (2006): 117-31. doi: https://doi.org/10.1037/0003-066X.61.2.117
Maton KI, Kohout JL, Wicherski M, Leary GE, Vinokurov A. Minority students of color and the psychology graduate pipeline: disquieting and encouraging trends, 1989-2003. Am Psychol. 2006 Feb-Mar;61(2):117-31. doi: 10.1037/0003-066X.61.2.117. PMID: 16478356.
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Think 500, not 50! A scalable approach to student success in STEM.

BMC proceedings

LaCourse WR, Sutphin KL, Ott LE, Maton KI, McDermott P, Bieberich C, Farabaugh P, Rous P.
PMID: 29375665
BMC Proc. 2017 Dec 04;11:24. doi: 10.1186/s12919-017-0094-5. eCollection 2017.

BACKGROUND: UMBC, a diverse public research university, "builds" upon its reputation in producing highly capable undergraduate scholars to create a comprehensive new model, STEM BUILD at UMBC. This program is designed to help more students develop the skills, experience...

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LaCourse WR, Sutphin KL, Ott LE, et al. Think 500, not 50! A scalable approach to student success in STEM. BMC Proc. 2017;11:24doi: 10.1186/s12919-017-0094-5.
LaCourse, W. R., Sutphin, K. L., Ott, L. E., Maton, K. I., McDermott, P., Bieberich, C., Farabaugh, P., & Rous, P. (2017). Think 500, not 50! A scalable approach to student success in STEM. BMC proceedings, 1124. https://doi.org/10.1186/s12919-017-0094-5
LaCourse, William R, et al. "Think 500, not 50! A scalable approach to student success in STEM." BMC proceedings vol. 11 (2017): 24. doi: https://doi.org/10.1186/s12919-017-0094-5
LaCourse WR, Sutphin KL, Ott LE, Maton KI, McDermott P, Bieberich C, Farabaugh P, Rous P. Think 500, not 50! A scalable approach to student success in STEM. BMC Proc. 2017 Dec 04;11:24. doi: 10.1186/s12919-017-0094-5. eCollection 2017. PMID: 29375665; PMCID: PMC5773890.
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Replicating Meyerhoff for inclusive excellence in STEM.

Science (New York, N.Y.)

Sto Domingo MR, Sharp S, Freeman A, Freeman T, Harmon K, Wiggs M, Sathy V, Panter AT, Oseguera L, Sun S, Williams ME, Templeton J, Folt CL, Barron EJ, Hrabowski FA, Maton KI, Crimmins M, Fisher CR, Summers MF.
PMID: 31023915
Science. 2019 Apr 26;364(6438):335-337. doi: 10.1126/science.aar5540.

No abstract available.

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Sto Domingo MR, Sharp S, Freeman A, et al. Replicating Meyerhoff for inclusive excellence in STEM. Science. 2019;364(6438):335-337doi: 10.1126/science.aar5540.
Sto Domingo, M. R., Sharp, S., Freeman, A., Freeman, T., Harmon, K., Wiggs, M., Sathy, V., Panter, A. T., Oseguera, L., Sun, S., Williams, M. E., Templeton, J., Folt, C. L., Barron, E. J., Hrabowski, F. A., Maton, K. I., Crimmins, M., Fisher, C. R., & Summers, M. F. (2019). Replicating Meyerhoff for inclusive excellence in STEM. Science (New York, N.Y.), 364(6438), 335-337. https://doi.org/10.1126/science.aar5540
Sto Domingo, Mariano R, et al. "Replicating Meyerhoff for inclusive excellence in STEM." Science (New York, N.Y.) vol. 364,6438 (2019): 335-337. doi: https://doi.org/10.1126/science.aar5540
Sto Domingo MR, Sharp S, Freeman A, Freeman T, Harmon K, Wiggs M, Sathy V, Panter AT, Oseguera L, Sun S, Williams ME, Templeton J, Folt CL, Barron EJ, Hrabowski FA, Maton KI, Crimmins M, Fisher CR, Summers MF. Replicating Meyerhoff for inclusive excellence in STEM. Science. 2019 Apr 26;364(6438):335-337. doi: 10.1126/science.aar5540. PMID: 31023915.
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Seymour sarason,the lost science of man, and primary prevention: How shall we proceed?.

The journal of primary prevention

Maton KI.
PMID: 24254857
J Prim Prev. 1996 Jun;16(4):439-44. doi: 10.1007/BF02411746.

No abstract available.

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Maton KI. Seymour sarason,the lost science of man, and primary prevention: How shall we proceed?. J Prim Prev. 1996;16(4):439-44doi: 10.1007/BF02411746.
Maton, K. I. (1996). Seymour sarason,the lost science of man, and primary prevention: How shall we proceed?. The journal of primary prevention, 16(4), 439-44. https://doi.org/10.1007/BF02411746
Maton, K I. "Seymour sarason,the lost science of man, and primary prevention: How shall we proceed?." The journal of primary prevention vol. 16,4 (1996): 439-44. doi: https://doi.org/10.1007/BF02411746
Maton KI. Seymour sarason,the lost science of man, and primary prevention: How shall we proceed?. J Prim Prev. 1996 Jun;16(4):439-44. doi: 10.1007/BF02411746. PMID: 24254857.
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Experiences and Perspectives of African American, Latina/o, Asian American, and European American Psychology Graduate Students: A National Study.

Maton KI, Wimms HE, Grant SK, Wittig MA, Rogers MR, Vasquez MJT.
UIID-AD: 1353
2011;17:68-78. doi: 10.1037/a0021668.

A national, Web-based survey of 1,219 African American, Latina/o, Asian American, and European American psychology graduate students revealed both similarities and differences in experiences and perspectives. Mentoring was found to be the strongest predictor of satisfaction across groups. Academic...

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Maton KI, Wimms HE, Grant SK, et al. Experiences and Perspectives of African American, Latina/o, Asian American, and European American Psychology Graduate Students: A National Study. 2011;17:68-78doi: 10.1037/a0021668.
Maton, K. I., Wimms, H. E., Grant, S. K., Wittig, M. A., Rogers, M. R., & Vasquez, M. J. T. (2011). Experiences and Perspectives of African American, Latina/o, Asian American, and European American Psychology Graduate Students: A National Study. 1768-78. https://doi.org/10.1037/a0021668
Maton, K I, et al. "Experiences and Perspectives of African American, Latina/o, Asian American, and European American Psychology Graduate Students: A National Study." vol. 17 (2011): 68-78. doi: https://doi.org/10.1037/a0021668
Maton KI, Wimms HE, Grant SK, Wittig MA, Rogers MR, Vasquez MJT. Experiences and Perspectives of African American, Latina/o, Asian American, and European American Psychology Graduate Students: A National Study. 2011;17:68-78. doi: 10.1037/a0021668. UIID-AD: 1353.
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Outcomes and Processes in the Meyerhoff Scholars Program: STEM PhD Completion, Sense of Community, Perceived Program Benefit, Science Identity, and Research Self-Efficacy.

Maton KI, Beason TS, Godsay S, Sto Domingo MR, Bailey TC, Sun S, Hrabowski FA.
UIID-AD: 3520
2016; doi: 10.1187/cbe.16-01-0062.

Previous research has shown that the Meyerhoff Scholars Program at the University of Maryland, Baltimore County, is an effective intervention for high-achieving underrepresented minority (URM) students; African-American Meyerhoff students are significantly more likely to enter science, technology, engineering, and...

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Maton KI, Beason TS, Godsay S, et al. Outcomes and Processes in the Meyerhoff Scholars Program: STEM PhD Completion, Sense of Community, Perceived Program Benefit, Science Identity, and Research Self-Efficacy. 2016;doi: 10.1187/cbe.16-01-0062.
Maton, K. I., Beason, T. S., Godsay, S., Sto Domingo, M. R., Bailey, T. C., Sun, S., & Hrabowski, F. A. (2016). Outcomes and Processes in the Meyerhoff Scholars Program: STEM PhD Completion, Sense of Community, Perceived Program Benefit, Science Identity, and Research Self-Efficacy. . https://doi.org/10.1187/cbe.16-01-0062
Maton, K I, et al. "Outcomes and Processes in the Meyerhoff Scholars Program: STEM PhD Completion, Sense of Community, Perceived Program Benefit, Science Identity, and Research Self-Efficacy." vol. (2016). doi: https://doi.org/10.1187/cbe.16-01-0062
Maton KI, Beason TS, Godsay S, Sto Domingo MR, Bailey TC, Sun S, Hrabowski FA. Outcomes and Processes in the Meyerhoff Scholars Program: STEM PhD Completion, Sense of Community, Perceived Program Benefit, Science Identity, and Research Self-Efficacy. 2016; doi: 10.1187/cbe.16-01-0062. UIID-AD: 3520.
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Perceptions and Experiences in Higher Education: A National Study of Multiracial Asian American and Latino/a Students in Psychology.

Maton KI, Smith TD.
UIID-AD: 1390
2015;21:97-104. doi: 10.1037/a0037532.

Demographic trends suggest increasing numbers of multiple racial heritage students attending U. S. campuses and universities, a change reflected within psychology. However, there is little empirical investigation into the educational experiences and needs of multiracials. The current study (the...

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Maton KI, Smith TD. Perceptions and Experiences in Higher Education: A National Study of Multiracial Asian American and Latino/a Students in Psychology. 2015;21:97-104doi: 10.1037/a0037532.
Maton, K. I., & Smith, T. D. (2015). Perceptions and Experiences in Higher Education: A National Study of Multiracial Asian American and Latino/a Students in Psychology. 2197-104. https://doi.org/10.1037/a0037532
Maton, K I, and Smith, T D. "Perceptions and Experiences in Higher Education: A National Study of Multiracial Asian American and Latino/a Students in Psychology." vol. 21 (2015): 97-104. doi: https://doi.org/10.1037/a0037532
Maton KI, Smith TD. Perceptions and Experiences in Higher Education: A National Study of Multiracial Asian American and Latino/a Students in Psychology. 2015;21:97-104. doi: 10.1037/a0037532. UIID-AD: 1390.
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Showing 1 to 12 of 14 entries