Rice University Research Repository
The Rice Research Repository (R-3) provides access to research produced at Rice University, including theses and dissertations, journal articles, research center publications, datasets, and academic journals. Managed by Fondren Library, R-3 is indexed by Google and Google Scholar, follows best practices for preservation, and provides DOIs to facilitate citation. Woodson Research Center collections, including Rice Images and Documents and the Task Force on Slavery, Segregation, and Racial Injustice, have moved here.
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Recent Submissions
Government Data Exploration
(2023-11-06) Anna Xiong; Nik Sun; Rice University
This proposed presentation consists of two parts.
Part I will share about the authors' government economic data exploration research project studying the impact of government fiscal relief on employment during the 2020 recession. Data sets from the Census Bureau, USA Spending, Medicaid Spending, Federal Reserve Economic Data, and Bureau of Labor Statistics were utilized. Attendees will learn about data selection, preparation and analysis using Python, encountered challenges, and their resolutions. Key findings, limitations, and suggestions for future research will be revealed and discussed.
Part II will highlight the research project's broader context, which is a pilot collaborative effort between Fondren Library, data science faculty, and students at Rice University, a project initiated by one of the co-authors of this presentation Ms Anna Xiong. It emphasizes the significance of data science education and the challenges in incorporating real-world datasets into curricula. The project showcases the value of open government data and collaborative efforts in promoting and facilitating the effective use of government economic data and beyond, as well as developing curated student friendly open government datasets that support data science learning, research, and teaching. The presentation will outline the steps and tasks involved in achieving this initiative, as well as showcase the outcomes of this pioneer project. It should be valuable for those interested in similar projects promoting government data sources, related interdisciplinary research and service collaboration, as well as facilitating knowledge dissemination through digital repositories to ensure broad accessibility and usability.
The presentation is based on a research sponsored by Rice University Fondren Fellows program.
Attitudes Toward Mass Deportation and Immigration Policy Preferences: Insights From the Greater Houston Area
(Rice University Kinder Institute for Urban Research, 2025) DeLisi, Anna G.; Goolsby, Karen P.; Potter, Daniel
While political party divisions on immigration policy preferences are well documented, attitudes are less understood among individuals who do not align closely with either major political party. To better understand the attitudes of politically moderate residents in the Houston area, nearly 10,000 residents were surveyed regarding their preferences for various immigration policies, including mass deportation, as well as their political ideology (i.e., conservative, moderate, or liberal). Analyses highlight the attitudes of politically moderate individuals to provide insight into how they perceive different strategies for addressing illegal immigration. Results point to a nuanced set of preferences, including many more residents wanting to see increased pathways to citizenship than those who want mass deportation.
Getting Back to Normal After Extreme Weather: Houston-Area Residents’ Recovery Following Hurricane Beryl and Other Major Storms of 2024
(Rice University Kinder Institute for Urban Research, 2025) DeLisi, Anna G.; Potter, Daniel
This study examines the recovery of Houston-area residents following Hurricane Beryl as well as additional aspects of recovery, such as financial stressors, they experienced as a result of severe weather events in 2024 collectively. Recovery—defined as a resident’s self-reported return to normal daily life—is examined in the short term (i.e., about 2-4 weeks after Hurricane Beryl) and longer term (i.e., about 4-6 months after the hurricane). The study examines how individual and household characteristics affect a person’s ability to recover, while accounting for the impacts of the storm. Additional stressors related to recovery are also described, such as concerns with being able to pay for the costs of recovery and those associated with preparing for the next natural disaster.
Investigating Causal Effects of Arts Education Experiences: Experimental Evidence From Houston's Arts Access Initiative
(Rice University Kinder Institute for Urban Research, 2019) Bowen, Daniel H.; Kisida, Brian
The recent wave of test-based accountability reforms has negatively impacted the provision of K-12 arts educational experiences. Advocates contend that, in addition to providing intrinsic benefits, the arts can positively influence academic and social development. However, the empirical evidence to support such claims is limited. We conducted a randomized controlled trial with 10,548 3rd-8th grade students who were enrolled in 42 schools that were assigned by lottery to receive substantial influxes of arts education experiences provided through school-community partnerships with local arts organizations, cultural institutions, and teaching-artists. We find that these increases in arts educational experiences significantly reduce the proportion of students receiving disciplinary infractions, improve STAAR writing achievement and increase students’ compassion for others. These findings provide strong evidence that arts educational experiences can produce significant positive impacts on student academic and social development. Policymakers should consider these multifaceted educational benefits when assessing the role and value of the
arts in K-12 schools.
Together, we can do so much: Investigating the role of emotional and instrumental social support in interpersonal emotion regulation among college students
(Rice University, 2025) De Paz, Katherine L.; Denny, Bryan T.; Department of Psychological Studies
College students face numerous stressors, making effective emotion regulation crucial for their mental health and well-being. Social support, associated with greater well-being and favorable health outcomes, can provide adaptive strategies for emotion regulation, such as cognitive reappraisal. This study examines how emotional and instrumental social support relate to the tendency and effectiveness of interpersonal emotion regulation (IER) and how cognitive reappraisal and expressiv e suppression moderate these effects among college students. Results showcased that both emotional and instrumental support were significantly associated with IER frequency and efficacy, with instrumental support being more beneficial than initially hypothesized. While expressive suppression was negatively associated with overall IER use, neither cognitive reappraisal nor expressive suppression moderated the relationship between social support and IER. These findings highlight the need for context-specific investigations into who provides support and how different social relationships influence emotion regulation
strategies. Future research should explore targeted social support interventions that consider relationship dynamics and long-term mental health benefits.