Ronia N. Kattoum Data-verified
Affiliation confirmed via AI analysis of OpenAlex, ORCID, and web sources.
Assistant Professor of Chemistry
faculty
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Biography and Research Information
OverviewAI-generated summary
Ronia N. Kattoum's research focuses on understanding student experiences and outcomes in higher education, particularly within STEM fields. Her work investigates how students' perceptions of their instructors' mindsets, whether fixed or growth-oriented, correlate with academic performance and feelings of belonging. Kattoum has examined how student-centered instructional policies affect perceptions of instructor universality, noting potential disparities that favor certain demographic groups. Additionally, her research has explored perceived barriers to equitable participation in educational programs like the Learning Assistant program.
Kattoum has published four scholarly articles, accumulating 16 citations and an h-index of 2. She has collaborated with colleagues at the University of Arkansas at Little Rock, including Mark T. Baillie, Ibraheem Abbood, and C. P. Dwyer, on multiple publications. Her recent activity indicates an ongoing engagement with these research areas.
Metrics
- h-index: 2
- Publications: 4
- Citations: 16
Selected Publications
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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
- A more positive mindset context is associated with better student outcomes in STEM, particularly for traditional-age students
- Students Who Perceive Instructors to Have a Fixed Mindset Report a Greater Sense of Academic Misfit That Leads to Lower Chemistry Grades
- 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
- 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
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