Biography:

I am interested in how students (K-20) access opportunities to learn, and I study this in two areas:

The first strand of my research examines the pathways of historically marginalized students into STEM studies and careers. In particular, I'm interested in interventions, such as mentoring, that strengthen students' STEM motivational beliefs.

The second line considers examines K-12 principal preparation, with a focus on principal internships and content knowledge.

Recent Publications:

Sevilla, P., Snodgrass Rangel, V., & González, E. (2023 online). Understanding motivational beliefs of women in Postsecondary STEM- Vocational-Technical Education. Evidence from Chile. Journal of Education and Work. https://doi.org/10.1080/13639080.2023.2167957

Snodgrass Rangel, V., Henderson, J., Martinez, C., & Greer, R. (2022). Student engagement in an online STEM afterschool program during COVID. Journal of Pre-College Engineering Education Research, 12(2), Article 1. https://doi.org/10.7771/2157-9288.1347

Snodgrass Rangel, V., Henderson, J., Greer, R., & Manuel, M. (2022 online). Variability in mentoring relationships in an afterschool STEM mentoring program: A comparative case study. International Journal of Mentoring and Coaching in Education. https://doi.org/10.1108/IJMCE-11-2021-0103

Sevilla, M. P. & Snodgrass Rangel, V. (2022). Gender differences in STEM career development in Postsecondary Vocational-Technical Education: An SCCT test. Journal of Career Development. https://doi.org/10.1177/08948453221086979

Sevilla, M. P. & Snodgrass Rangel, V. (2022). Career development in highly sex-typed postsecondary vocational-technical education programs: A social cognitive analysis. Journal of Career Assessment. https://doi.org/10.1177/10690727221074871

Snodgrass Rangel, V. & Henderson, J. (2021). An exploratory analysis of the impact of COVID-19 on engineering programs and undergraduate students. International Journal of Engineering Education, 37(6).

Henderson, J., Snodgrass Rangel, V., Holly, J., Greer, R., & Manuel, M. (2021). Enhancing engineering identity among boys of color. Journal of Pre-College Engineering Education Research, 11(2). https://doi.org/10.7771/2157-9288.1311

Ballysingh, T., Snodgrass Rangel, V., Gonell, E., & Sáenz, V., (2021). Mechanisms of matriculation: The role of professional counselors in the college choice processes of Latino men. Professional School Counseling, 25(4). https://doi.org/10.1177/2156759X211040033

Snodgrass Rangel, V., Jones, S., Doan, V., Henderson, J., Greer, R., & Manuel, M. (2021). The motivations of STEM mentors. Mentoring and Tutoring: Partnership in Learning, (29)4, 353-388. doi.org/10.1080/13611267.2021.1954461

Snodgrass Rangel, V., Vaval, L., & Bowers, A. (2020). A typology of high school students’ science and math motivational beliefs. Science Education, 104(6), 1041-1070. https://doi.org/10.1002/sce.21593

Snodgrass Rangel, V. & Ballysingh, T. (2019). Counseling opportunity structures: Explaining college-going using a typology of school-level opportunity structures. Professional School Counseling, 23(1). https://doi.org/10.1177/2156759X20927428

Snodgrass Rangel, V. (2018). A review of the research on principal turnover. Review of Educational Research, 88(1), 87-124. DOI: 10.3102/0034654317743197

Education:

B.A. in International Studies, Middlebury College, 2002
M.A. in Government, The University of Texas at Austin, 2007
Ph.D. in Education Policy and Planning, The University of Texas at Austin, 2012