About

Lauren Blondeau joined the Department of Statistics and Data Sciences at the University of Texas at Austin in the Spring of 2015. She currently serves as an Assistant Professor of Instruction. Her educational background includes a Ph.D. in Educational Psychology from The University of Texas at Austin, obtained in 2014. Throughout her tenure, she has been recognized with three Faculty and Staff Appreciation Awards from Services for Students with Disabilities, received in Spring 2016, Fall 2016, and Spring 2018. She has also been awarded two professional development awards, one from the Department of Statistics and Data Sciences in Spring 2017 and another from the Department of Undergraduate Studies in Fall 2019. Additionally, she has served as a member of the Faculty Advisory Committee for the Services for Students with Disabilities during 2019–2020 and 2020–2021.

Research topics

• Computer Science
• Epistemology
• Philosophy
• Mechanical engineering
• Engineering
• Psychology
• Mathematics education

Selected publications

• The impostor phenomenon’s relation to achievement at school and work.

  American Psychological Association eBooks · 2024 · 2 citations

  1st authorCorresponding
  • Computer Science
  • Psychology
  • Mathematics education
  PublisherDOI

• The Effect of Subject-Specific Impostor Phenomenon and Self-Efficacy on Expected Grade in Statistics.

  AERA Online Paper Repository · 2017-04-29

  article1st authorCorresponding
  Publisher

• Sex Differences in Career Guidance of Undergraduate Math Students and the Relation to Help-Seeking Behaviors

  Journal of Career Development · 2016-04-08 · 14 citations

  article1st authorCorresponding

  Males continue to dominate mathematics-related areas in graduate school and employment, possibly due to the differential guidance that they receive as students. In the present study, 180 undergraduates completed an online survey on the career and graduate school guidance they received from mathematics professors. Student sex, professor sex, and help-seeking behaviors were considered as possible correlates of career guidance. Students of both sexes reported similar help-seeking behaviors, but males received more career guidance from professors. Help-seeking levels along with an interaction term of student sex and professor sex significantly predicted career guidance. The influence of student sex on career guidance depended on professor sex. Male students with male professors received the greatest amount of career guidance. The differential career guidance may contribute to the pervasive sex gap within the mathematics field.

  PublisherDOI

• The Relation of the Impostor Phenomenon to Future Intentions of Mathematics-Related School and Work

  Journal of Career Development · 2016-11-29 · 21 citations

  article1st authorCorresponding

  Currently, the number of science, technology, engineering, and mathematics (STEM) jobs are expanding faster than the U.S. labor market; yet many individuals with STEM degrees choose to work in other fields. The present study uses social cognitive career theory as a framework for researching the impact of several variables on future expectations to continue in STEM. We measured math self-efficacy with the Patterns of Adaptive Learning Scales and impostorism from the Clance Impostor Phenomenon Scale. New measures of interest and future intentions were created. One hundred twenty-one undergraduates (47.1% women; median age = 21.00) enrolled in STEM majors completed an online survey. We hypothesized that math self-efficacy and interest would significantly predict future expectations and that impostorism would significantly add to this prediction. This theory was analyzed with a hierarchical multiple regression, and the hypothesis was supported by data from men. In the women’s model, only interest emerged as a significant predictor. Implications are discussed.

  PublisherDOI

• Parents’ School Satisfaction Measure

  PsycTESTS Dataset · 2016-01-01

  dataset
  PublisherDOI

• Parents’ School Satisfaction and Academic Socialization Predict Adolescents’ Autonomous Motivation

  Journal of Adolescent Research · 2015-09-18 · 34 citations

  article

  In this mixed-methods study, we used an explanatory sequential design to investigate the processes through which parental involvement influences adolescents’ achievement motivation. One hundred twenty low-income urban parents and their sixth-grade adolescents completed questionnaires, and a subsample of 11 mothers and 11 adolescents were interviewed. Parents’ questionnaires measured their satisfaction with their childhood school experiences, their current academic socialization practices, and their educational aspirations for their adolescents. Adolescents’ questionnaires measured their motivation to achieve to please their family and their autonomous motivation (internal locus of control and internalized value of learning). In Step 1, we conducted quantitative analyses to test two path models from parental school satisfaction to each adolescent autonomous motivation dimension. Results indicated that relations between parents’ school satisfaction and their adolescents’ autonomous motivation are fully mediated by parents’ academic socialization practices and adolescents’ motivation to achieve for their family. In Step 2, we coded interviews and identified themes to help explain how mothers’ memories of their school satisfaction inform their parenting goals and practices, and how adolescents have internalized their parents’ messages and are autonomously motivated to achieve.

  PublisherDOI

• The Roles of Gender Stigma Consciousness, Impostor Phenomenon and Academic Self-Concept in the Academic Outcomes of Women and Men

  Sex Roles · 2015-08-13 · 125 citations

  article
  PublisherDOI

• The impact of the impostor phenomenon on the math self-efficacy of males and females in STEM majors

  Texas ScholarWorks (Texas Digital Library) · 2014-08-01

  dissertationOpen access1st authorCorresponding

  In the undergraduate and working environments, some science, technology, engineering, and math (STEM) areas remain dominated by males. The purpose of this study was to understand the gendered experience of individuals in STEM majors by assessing students’ math self-efficacy, impostorism (a feeling of intellectual phoniness), and future goals. Based on prior research, an overall conceptual model was proposed and analyzed. Several related precursors including gender role orientation, perceived parental influence, math identity, and theories of intelligence were included in the model. Three hundred six undergraduates (64.38% female) in the colleges of natural science, geosciences, and engineering responded to an online survey addressing these constructs. Based on prior research, hypotheses were created proposing that females would report higher impostorism, lower math self-efficacy, and more femininity than males. I expected that masculinity, perceived parental influence, an entity theory of intelligence, and high math identity would predict the impostor phenomenon. Moreover, I hypothesized that the relation of each of these predictors to impostorism would be moderated by sex. For the next two hypotheses, I proposed that the four sources of math self-efficacy would predict math self-efficacy, but this relation would be moderated by impostorism. Finally, I expected that impostorism would lead to reduced future viii expectations and aspirations, but that this association would be mediated by math selfefficacy. Results indicated partial support of the study hypotheses, and a revised model was created. Both sexes reported similar levels of impostorism, but females had lower math self-efficacy and greater femininity than males. Masculinity negatively predicted the impostor phenomenon, while math identity and an entity theory of intelligence positively related to the dependent variable. Sex moderated the effect of perceived parental influence such that males’ impostorism was more affected by parental influence than females’. Emotional arousal was a strong contributor to math self-efficacy, but this relation was attenuated by impostorism. Coping with emotional arousal was positively associated with math self-efficacy; however, this association was significantly stronger for low impostors than high ones. Finally, impostors were less likely to expect to go to graduate school or work in a STEM-related field. Implications for schools and professors are discussed.

  Publisher

• Pathways to Achievement: How Low‐Income Mexican‐Origin Parents Promote Their Adolescents Through School

  Family Relations · 2012-09-04 · 43 citations

  article

  Using an ecocultural framework, we investigated relations between parental academic socialization (PAS) and adolescent motivation and achievement. Two‐hundred sixteen Mexican‐origin, low‐income sixth graders reported on their motivational beliefs and behaviors and on their parents' academic socialization. Results indicated that parents engaged in high levels of all dimensions of PAS: providing an environment for learning, communicating messages about hard work, and communicating messages about school success. Adolescents' determination to persist on schoolwork and educational expectations each partially mediated relations between parental messages about school success and grades. Achieve for family, the motivation to achieve due to feelings of family indebtedness and honor, partially mediated relations between parental messages about school success and determination. Finally, a moderated mediation analysis confirmed that the indirect effect of parental messages about school success on grades through determination differs as a function of maternal warmth. High maternal warmth was associated with stronger relations between PAS and determination.

  PublisherDOI

• The role of sex role egalitarianism and attitudes towards math in the math achievement of adolescent girls

  Texas ScholarWorks (Texas Digital Library) · 2011-12-01

  dissertation1st authorCorresponding
  Publisher

Frequent coauthors

• Kristina M. Jackson

  Pacific Institute For Research and Evaluation

  3 shared

• Marie‐Anne Suizzo

  3 shared

• Erin Pahlke

  Whitman College

  3 shared

• Yesenia Marroquin

  Children's Hospital of Philadelphia

  3 shared

• Germine H. Awad

  University of Michigan–Ann Arbor

  3 shared

• KyongJoo Hong

  2 shared

• Shannon McClain

  Webster University

  2 shared

• Cheon‐woo Han

  1 shared

Awards & honors

• Faculty and Staff Appreciation Awards from Services for Stud…
• professional development award from the Department of Statis…
• professional development award from the Department of Underg…