Guan Saw is an associate professor and holds the Joseph B. Platt Chair in the Management of Technology in the School of Educational Studies at Claremont Graduate University (CGU). Prior to joining the CGU faculty, Saw was an assistant professor in the department of educational psychology at the University of Texas at San Antonio, where he received an Outstanding Professor Award in 2020—nominated and selected by students.
Saw is lead author for a number of studies appearing in Educational Researcher, Journal of Research in Science Teaching, Educational Psychology, American Journal of Education, Journal of Higher Education, International Journal of Science and Mathematics Education, and Hispanic Journal of Behavioral Sciences. He is also associate editor for Handbook of the Sociology of Education in the 21st Century (Springer, 2018) and American Educational Research Journal (AERJ; 2025-2027).
Saw’s research work has been funded by the National Science Foundation (NSF), Institute of Education Sciences (IES), National Institute of Justice (NIJ), and American Educational Research Association (AERA). He received the National Rural Education Association (NREA) Best Research Award in 2024 and serves as a member of NREA Rural Research Advisory Committee (2025-). He also served as a member of the National Academies of Sciences, Engineering, and Medicine (NASEM) Board on Science Education (BOSE) Committee on K-12 STEM Education and Workforce Development in Rural Areas (2023-2025).
Saw, G. K., & Culbertson, R. (2025). “Place-sustaining partnerships for rural education and workforce development”. The Rural Educator, 46(3), 1–5. https://doi.org/10.55533/2643-9662.1606
Saw, G. K., Kunisaki, L., Lin, S., Culbertson, R., & †Megyesi-Brem, K. (2025). “Opportunities for deeper learning and adolescents’ creative thinking competency in STEM: The mediating role of situated expectancy-value beliefs”. International Journal of Science and Mathematics Education. Advance online publication. https://doi.org/10.1007/s10763-025-10567-6
Saw, G. K., Lin, S., Kunisaki, L., Culbertson, R., & †Megyesi-Brem, K. (2025). “Adolescents’ perceived opportunities for creative thinking, creative thinking competency belief and career interest in STEM: Joint consideration of situated expectancy-value beliefs and gender”. Journal of Research in Science Teaching. Advance online publication. http://doi.org/10.1002/tea.22032
National Academies of Sciences, Engineering, and Medicine. (2024). K-12 “STEM education and workforce development in rural areas”. The National Academies Press. https://doi.org/10.17226/28269
McCluskey, J., Moon, B., & Saw, G. K. (2024). “Victimized teachers’ perceptions of procedural justice and the impact on satisfaction with school responses”. Journal of School Violence, 23(4), 511-525.
Chang, C. N., Lin, S., Kwok, O., & Saw, G. K. (2023). “Predicting STEM major choice: a machine learning classification and regression tree approach”. Journal for STEM Education Research, 6(2), 358-374.
Saw, G. K., Chang, C.-N., Lin, S., Hernandez, P. R., & Culbertson, R. (2023). “Disparities in mentoring and mental health problems of US college students in science and engineering during the COVID-19 pandemic”. Educational Psychology, 43(5), 509530.
Saw, G. K., Chang, C.-N., & Lin, S. (2023). “Gender disparities in remote teaching readiness and mental health problems among university faculty during the COVID-19 pandemic”. Educational and Developmental Psychologist, 40(1), 131140.
Saw, G. K., & Agger, C. A. (2021). “STEM pathways of rural and small-town students: Opportunities to learn, aspirations, preparation, and college enrollment”. Educational Researcher, 50(9), 595606.
Saw, G. K. (2020). “Leveraging social capital to broaden participation in STEM”. Policy Insights from Behavioral and Brain Sciences, 7(1), 3543.
Saw, G. K. (2019). “The impact of inclusive STEM high schools on student outcomes: A statewide longitudinal evaluation of Texas STEM academies”. International Journal of Science and Mathematics Education, 17(8), 14451457.
Saw, G. K. (2019). “Remedial enrollment during first year of college, institutional transfer, and degree attainment”. Journal of Higher Education, 90(2), 298321.
Saw, G. K., Chang, C.-N., & Chan, H.-Y. (2018). “Cross-sectional and longitudinal disparities in STEM career aspirations at the intersection of gender, race/ethnicity, and socioeconomic status”. Educational Researcher, 47(8), 525-532.
Saw, G. K., & Chang, C.-N. (2018). “Cross-lagged models of mathematics achievement and motivational factors among Hispanic and non-Hispanic high school students”. Hispanic Journal of Behavioral Sciences, 40(2), 240-256.
Schneider, B. (Ed.), Saw, G. K. (Associate Ed.) (2018). Handbook of the sociology of education in the 21st century. Springer International Publishing AG.
Saw, G. K., Schneider, B. L., Frank, K. A., Chen, I. C., Keesler, V., & Martineau, J. (2017). “The impact of being labeled as a persistently lowest achieving school: Regression discontinuity evidence on school labeling”. American Journal of Education, 123(4), 585- 613.
Sociology of Education;
Inequalities in Education;
Quantitative Research Methods Level I;
Quantitative Research Methods Level II;
Research Practicum;
Systematic Literature Review