Glona Lee-Poon, PhD 

In my research, I examine one's academic development at the intersection of their social background by utilizing developmental theories, such as situated expectancy-value theory. Currently, my research focuses on testing individual differences in STEM motivational belief development and educational outcomes. By doing so, my work challenges some of the long-held stereotypes, such as the leaky STEM pipeline metaphor or greater declines in motivational beliefs in those marginalized in STEM. 

Also, I investigate the contextual factors that function as potential challenges or supports for academic development. For example, I have examined the misfit between youths' developmental needs and the context (i.e., stage-environment misfit) or structural barriers often encountered by marginalized groups (e.g., negative teacher relationships). I have also examined the contextual supports that can help adolescents to overcome institutional challenges, such as parent support.