Marissa Elena Thompson
Ph.D. Candidate
Sociology of Education & Education Policy
Stanford University
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marissathompson [at] stanford [dot] edu
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Center for Education Policy Analysis
Stanford University
520 Galvez Mall, CERAS Building
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ABOUT ME
I am a Ph.D. candidate in Sociology of Education and Education Policy at Stanford University, where I am an Institute of Education Sciences (IES) fellow and a recipient of the Stanford Graduate Fellowship (SGF) in Science and Engineering. I also earned an M.A. in Sociology from Stanford in 2019 and a B.S.E. in Chemical and Biomolecular Engineering from the University of Pennsylvania in 2016.
My research focuses on inequality in access and returns to education by race, gender, and socioeconomic status. My current projects include analyzing the effect of information on parental attitudes towards local school segregation, the impact of early grades on STEM persistence for first-generation college students, and factors explaining gender gaps in educational attainment and mobility among black adolescents. I am a member of the Educational Opportunity Project, where I examine changing racial and socioeconomic achievement gaps in the K-12 public school system, and the Pathways Lab, where I study how postsecondary students choose their courses and majors. I rely on a variety of quantitative and quasi-experimental methods in my research. I also have experience with creating and analyzing large-scale datasets as well as with collecting data through survey experiments.
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PUBLICATIONS
Forthcoming
2019
2018
2016
Adina Sterling, Marissa E. Thompson, Shiya Wang, Abisola Kusimo, Shannon Gilmartin, and Sheri Sheppard. "The Confidence Gap Predicts the Gender Pay Gap Among STEM Graduates". Proceedings of the National Academy of Sciences of the United States of America.
Shannon K. Gilmartin, Marissa E. Thompson, Emily Morton, Helen Chen, Anne Colby, and Sheri D. Sheppard. "Entrepreneurial Intent of Engineering and Business Undergraduate Students". Journal of Engineering Education. [Link]
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[Technical Report] Marissa E. Thompson, Vivian Xiao, and Shannon Gilmartin. "Addendum 2 to EMS Technical Report: Methodological Details for EMS 3.0 Administration and Dataset Building". Stanford University Designing Education Lab. [Link]
Ki Jun Yu, Duygu Kuzum, Suk Won Hwang, Bong Hoon Kim, Halvor Juul, Nam Heon Kim, Sang Min Won, Ken Chiang, Michael Trumpis, Andrew G. Richardson, Huanyu Cheng, Hui Fang, Marissa E. Thompson, Hank Bink, Delia Talos, Kyung Jin Seo, Hee Nam Lee, Seung Kyun Kang, Jae Hwan Kim, Jung Yup Lee, Younggang Huang, Frances E. Jensen, Marc A. Dichter, Timothy H. Lucas, Jonathan Viventi, Brian Litt, and John A. Rogers. "Bioresorbable silicon electronics for transient spatiotemporal mapping of electrical activity from the cerebral cortex". Nature Materials. [Link]
Manuscripts in Preparation
& Under Review
Marissa E. Thompson. "Examining the Black Gender Gap in Educational Attainment"
Marissa E. Thompson. "Grade Expectations: The role of first-year grades in predicting students’ pursuit of STEM majors for first- and continuing-generation students".
Kaylee Tuggle Matheny*, Carrie Townley Flores*, Marissa E. Thompson*, and Sean F. Reardon. "Uneven Progress: Trends in Academic Performance Among U.S. School Districts".
Marissa E. Thompson and Sam Trejo. "The Effect of Information on Parental Preferences Regarding School Segregation: Evidence from a Survey Experiment".
Sorathan Chaturapruek, Tobias Dahlberg, René Kizilcec, Marissa E. Thompson, Sonia Giebel, Monique Harrison, Ramesh Johari and Mitchell Stevens. "Understanding Undergraduate Course Consideration at Scale".
* denotes equal authorship
Expected 2021
Doctor of Philosophy
STANFORD UNIVERSITY
Sociology of Education & Education Policy
Certificate in Quantitative Policy Analysis
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2019
Master of Arts
STANFORD UNIVERSITY
Sociology
2016
Bachelor of Science & Engineering
UNIVERSITY OF PENNSYLVANIA
Chemical and Biomolecular Engineering
Certificate in French Language
Magna Cum Laude
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CURRICULUM VITAE
EDUCATION
TEACHING
Winter 2019
Teaching Assistant
EDUC 400B
Statistical Analysis in Education: Regression
Professor Eric Bettinger