Is these studies qualitative, or quantitative, or bothand why? What makes it a qualitative, or quantitative study? Why was the topic of the study best suited to using a qualitative or quantitative approach?

Abstract: Profound changes in gender roles have taken place over the past several decades in the United States. Women's roles have changed most: women are marrying later in life and at lower rates, having fewer children, and working more outside of the household. "Career women" are the new normal and housewifery has gone out of fashion. At the same time, women have become less happy. We use the US General Social Surveys from 1972 to 2014 to explore these latest trends. We find that, until recently, women were happier to be housewives or to work part-time than full-time, especially, women who are older, married, with children, in middle or upper class, and living in suburbs or smaller places. The effect size of housewifery on subjective wellbeing (SWB) is mild to moderate, at about a fourth to a third of the effect of being unemployed. Therefore, we argue that one possible reason for the decline in average happiness for women was increased labor force participation. Yet, the happiness advantage of housewifery is declining among younger cohorts and careerwomen may become happier than housewives in the future.

Abstract:Although 15% of engineering and technology positions are filled by foreign workers on temporary visas, little attention is given to first generation immigrant students in the U.S. who are poised to fill this gap in the science, technology, engineering, and math (STEM) pipeline. This mixed-method study of 1073 high school freshmen and sophomores in an urban district investigated the association between immigrant status and predictors of persistence in STEM. Immigrant students reported higher science and math self-concept, and higher engagement and grades in STEM subjects. Immigrant status was associated with increased odds of aspirations for college study in STEM as mediated by math self-concept. Interviews revealed family patterns of instrumental and emotional support for academic skills and interests in STEM.