Research Philosophy
To know what you know and to know what you do not know—this is true knowledge.
— Analects
I approach research with the understanding that knowledge is always partial and contingent. This requires both precision in what can be claimed and restraint in what cannot. At the same time, I see educational research as inherently practical—its purpose is not only to explain systems, but to inform how they can better serve students.
Research Overview
My research examines how educational systems produce and obscure inequality—through both the distribution of opportunities and the ways those opportunities are measured and interpreted. Using large-scale and international datasets, I study how school structures, leadership, and instructional environments shape students' access, experiences, and outcomes. At the center of my work are three guiding questions: Who has access to opportunity? How do students experience schooling? What remains hidden in the data?
My Research Projects
Access to Opportunity and Learning
Access to key academic opportunities—such as early exposure to advanced coursework—plays a critical role in shaping students' educational trajectories and learning outcomes. At the same time, instructional and organizational conditions within schools influence how these opportunities are experienced and sustained, contributing to persistent differences in student learning.
- Mao, X., Gao, S., & Ceballos, M. (in press). Do novice teachers' induction experiences influence their adaptive instruction? An international study of three PISA 2022 high performers. In J. Wang (Ed.), Teacher induction practices, outcomes, and influential factors in global contexts: A large data-based perspective. Emerald Publishing.
- Mao, X., Yang, M., & Lee, S. W. (2026). Diversifying the STEM field: the role of early exposure to Algebra I on students' postsecondary STEM major decisions. Research in Mathematics Education, 1–22. https://doi.org/10.1080/14794802.2025.2610355
- Park, S., Mao, X., & Choi, S. (2025). Collaboration for improving teaching: A moderated mediation model linking teacher collaboration to the clarity of instruction. Teaching and Teacher Education, 156, 1–14. https://doi.org/10.1016/j.tate.2024.104922
- Harper Morris, C., Curs, B., Beasley, J., Mao, X., & Green, J. (2023). A brief budgeting intervention's association with financial self-efficacy in a college student success course. Journal of Financial Counseling and Planning, 34(3), 393–403. https://connect.springerpub.com/content/sgrjfcp/34/3/393
- Lee, S. W., & Mao, X. (2021). Algebra by the eighth grade: The association between early study of Algebra I and students' academic success. International Journal of Science and Mathematics Education, 19, 1271–1289. https://doi.org/10.1007/s10763-020-10116-3
- Lee, S. W., & Mao, X. (2020). Recruitment and selection of principals: A systematic review. Educational Management Administration & Leadership, 51(1), 6–29. https://doi.org/10.1177/1741143220969694
In progress: Mao, X., Camburn, E. & Fuchsman, D. (in review). The consequences of STEM specialization in high school for college degree attainment. Journal of Engineering Education.
Student Experiences and School Contexts
Students' experiences in school, including belonging, safety, and interactions within diverse environments, are fundamental to learning and development. School contexts and climates play a critical role in shaping these experiences, influencing whether students feel supported, included, and able to fully engage in their education.
- Choi, S., Mao, X., & Park, S. (2025). Promoting school belonging for immigrant students: The interplay of inclusive school climate and multicultural education. School Effectiveness and School Improvement, 36(4), 522–542. https://doi.org/10.1080/09243453.2025.2492012
- Mao, X. (2024). Internal migration and students' bullying experience: The case of China from the Programme for International Student Assessment (PISA) 2018. Asia Pacific Education Review, 25, 791–800. https://doi.org/10.1007/s12564-022-09812-2
- Choi, S., & Mao, X. (2021). Teacher autonomy for improving teacher self-efficacy in multicultural classrooms: A cross-national study of professional development in multicultural education. International Journal of Educational Research, 105, 101711. https://doi.org/10.1016/j.ijer.2020.101711
In progress: Mao. X. & Omonkhodion, C. H. (in review). School life experiences of migrant students in China: Examining the role of teacher-student interaction. International Journal of Chinese Education.