Ronia N. Kattoum
Affiliation confirmed via AI analysis of OpenAlex, ORCID, and web sources.
Assistant Professor of Chemistry
Also affiliated: Roosevelt University (2026)
Research Areas
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Biography and Research Information
OverviewAI-generated summary
Ronia N. Kattoum's research investigates factors influencing student success in STEM education, with a particular focus on chemistry. Her work examines how students' perceptions of instructor mindset and the learning environment impact academic outcomes, including grades and a sense of belonging. Kattoum has published studies on the association between positive mindset contexts and improved STEM performance, especially for traditional-age students. She also explores perceived barriers to equitable participation in educational programs and how instructional policies and instructor demographics affect student perceptions of universality beliefs, noting that these perceptions can favor certain demographic groups.
Her scholarship includes a focus on the role of student-centered policies in shaping these perceptions. Kattoum has collaborated with researchers Mark T. Baillie and Ibraheem Abbood at the University of Arkansas at Little Rock on several publications. Her scholarly contributions are reflected in an h-index of 2 and 21 citations across 5 publications.
Metrics
- h-index: 3
- Publications: 6
- Citations: 21
Positions
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Assistant Professor of Chemistry 2024–presentRoosevelt University Department of Biological, Physical and Health Science ORCID
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Assistant Professor of Chemistry publications 2023–2026University of Arkansas at Little Rock ORCID
Selected Publications
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The role of instructional policies and instructors’ demographics on students' perceptions of instructor universality beliefs in STEM (2026)
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Student-centered instructional policies are associated with more positive student perceptions of their instructor's universality beliefs, but these perceptions favor White instructors in STEM (2025)
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A more positive mindset context is associated with better student outcomes in STEM, particularly for traditional-age students (2025)
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Students Who Perceive Instructors to Have a Fixed Mindset Report a Greater Sense of Academic Misfit That Leads to Lower Chemistry Grades (2024)
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Perceived Barriers to Equitable Participation in the Learning Assistant Program (2023)
Collaboration Network
Top Collaborators
- Students Who Perceive Instructors to Have a Fixed Mindset Report a Greater Sense of Academic Misfit That Leads to Lower Chemistry Grades
- A more positive mindset context is associated with better student outcomes in STEM, particularly for traditional-age students
- Perceived Barriers to Equitable Participation in the Learning Assistant Program
- Student-centered instructional policies are associated with more positive student perceptions of their instructor's universality beliefs, but these perceptions favor White instructors in STEM
- The role of instructional policies and instructors’ demographics on students' perceptions of instructor universality beliefs in STEM
- Perceived Barriers to Equitable Participation in the Learning Assistant Program
- Perceived Barriers to Equitable Participation in the Learning Assistant Program
- Students Who Perceive Instructors to Have a Fixed Mindset Report a Greater Sense of Academic Misfit That Leads to Lower Chemistry Grades
- Student-centered instructional policies are associated with more positive student perceptions of their instructor's universality beliefs, but these perceptions favor White instructors in STEM
- The role of instructional policies and instructors’ demographics on students' perceptions of instructor universality beliefs in STEM
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