About
James R. Neumeister is a Senior Research Scientist in the Higher Education Analytics Center at NORC. Dr. Neumeister’s work leverages 20+ years of postsecondary experience across institutional roles and campus settings. As a critical quantitative and mixed methods scholar and a proponent of culturally responsive research, his recent work has focused on campus climate and culture, STEM graduate education, and equity in postsecondary access, experiences, and outcomes. He pioneered statistical approaches to identifying disparities at the intersections of race and gender in his research on college student disciplinary systems. He has also studied career and technical education, student leadership development, and campus safety, including sexual violence, threat assessment, and high-risk alcohol use. Dr. Neumeister holds advance degrees in higher education (PhD, Loyola-Chicago), college student affairs (MA, U. of Maryland), and law (JD, Notre Dame) and a BA from the University of Virginia.
Current Work
Career Trajectories of STEM Doctoral Students: An Exploratory Study of Latent Groups using Culturally Responsive Measures and Methods. Funded by the National Science Foundation (DGE #2226007), this mixed-methods study will center historically excluded STEM populations and examine factors that influence career trajectories of STEM doctoral students based on their motivations and aspirations.
University of Chicago Booth School of Business Faculty Climate Survey. This project refines, administers, and analyzes a faculty survey to assess the school’s professional climate and provide actionable data to improve equity and inclusion.
Development of Metrics to Assess the Impacts of Sexual Harassment Interventions in STEM Academic Environments. Funded by the National Science Foundation (EES #2050114), this project will improve equity by developing a comprehensive, multilevel "matrix of metrics" to evaluate anti-harassment interventions aimed at STEM faculty and graduate students.
Research Area Keyword(s)
Graduate and professional education, Postsecondary access and success