Frances King Stage is Professor of Administration, Leadership, and Technology at New York University. She earned her B.S. at the University of Miami and her M.S. at Drexel University, both in Mathematics. Her Ph.D. is from Arizona State University in Higher Education. Her research specialization includes college student learning, especially for STEM disciplines and student participation in math and science majors. Recent work has focused on characteristics of undergraduate institutions that produce unexpected levels of students who go on to earn STEM doctorates. She also studies college access and success for underrepresented students. Stage has over 150 publications, most focusing on college students and the methods used to study them. Her books include, Answering Critical Questions Using Quantitative Data, and Research in the College Context: Approaches and Methods. Stage is past Vice President for the Postsecondary Education Division (J) of the American Educational Research Association and has won awards for research and scholarship from the Association for the Study of Higher Education and the American Educational Research Association. She spent 1999-2000 as a Senior Fellow at the National Science Foundation and was a Fulbright Specialist at the University of West Indies, Mona, Jamaica in 2008 and at the University of West Indies, Cave Hill, Barbados in 2011. Before moving to NYU in 2000, she was Professor of Educational Leadership and Policy Studies at Indiana University, Bloomington. She has directed more than 40 doctoral dissertations to completion.
- Stage, F.K. & Schulz, P. (2013). STEM the Tide: Reforming Science, Technology, Engineering,and Math Education in America, David Drew. The Journal of Higher Education. (Essay Review)
- *Conway, K., John, G., & Stage, F.K. (2011). Urban Community College Athletics. In Academic Exchange Quarterly: Urban Community College, 15(2), 51-67.
- Stage, F.K. & Vaisman, J. (2010).Why Now? Assessing Assessment. Commentary: Jaschik’s Assessing Assessment, Council for the Advancement of Higher Education Programs,Learning Briefs.
- *Stage, F.K. & Kinzie, J. (2009). Reform in Undergraduate Science, Technology, Engineering and Mathematics: The Classroom Context. The Journal of General Education, 58(2), 85-105.
- *Hubbard, S.M. & Stage, F.K. (2009) Attitudes, Perceptions, and Preferences of Faculty at Hispanic Serving and Predominantly Black Institutions. Journal of Higher Education, v80(3),270-289.
- *Stage, F.K. & Hubbard, S.M. (2009). Undergraduate Institutions that Foster Women and Minority Scientists. Journal of Women and Minorities in Science and Engineering, v15,77-91.
- *Stage, F.K. & Cook, L. (2008). Critical Quantitative Inquiry in the Caribbean Context: Questions and Interpretations. The Journal of Education and Development in the Caribbean 10(1), pp 81-102.
- Stage, F.K. (2007). Beyond Demography: Studying Elite College Students of Color. The Source of the River: The Social Origins of Freshman at America's Selective Colleges and Universities. by Douglas Massey, Camille Charles, Garvey Lundy, Mary Fisher. The Journal of Higher Education. (Essay Review)
- *Schreiber, J, Nora, A., Stage, F.K.,.& Barlow, L. (2006). Confirmatory Factor Analyses and Structural Equations Modeling: An Introduction and Reveiw. Journal of Educational Research, 99(6).
- *Byham-Gray L.D. Gilbride J.A. Dixon L.B. Stage F.K. (2006). Predictors for research involvement among dietitians. Journal of the American Dietetic Association.106(12):2008-15, Dec.