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Journal Abstract Search

296 related items for PubMed ID: 21109670

  • 1. Reducing the gender achievement gap in college science: a classroom study of values affirmation.
    Miyake A, Kost-Smith LE, Finkelstein ND, Pollock SJ, Cohen GL, Ito TA.
    Science; 2010 Nov 26; 330(6008):1234-7. PubMed ID: 21109670
    [Abstract] [Full Text] [Related]

  • 2. Implicit stereotypes, gender identification, and math-related outcomes: a prospective study of female college students.
    Kiefer AK, Sekaquaptewa D.
    Psychol Sci; 2007 Jan 26; 18(1):13-8. PubMed ID: 17362371
    [Abstract] [Full Text] [Related]

  • 3. Increased structure and active learning reduce the achievement gap in introductory biology.
    Haak DC, HilleRisLambers J, Pitre E, Freeman S.
    Science; 2011 Jun 03; 332(6034):1213-6. PubMed ID: 21636776
    [Abstract] [Full Text] [Related]

  • 4. STEMing the tide: using ingroup experts to inoculate women's self-concept in science, technology, engineering, and mathematics (STEM).
    Stout JG, Dasgupta N, Hunsinger M, McManus MA.
    J Pers Soc Psychol; 2011 Feb 03; 100(2):255-70. PubMed ID: 21142376
    [Abstract] [Full Text] [Related]

  • 5. Stereotyped: investigating gender in introductory science courses.
    Lauer S, Momsen J, Offerdahl E, Kryjevskaia M, Christensen W, Montplaisir L.
    CBE Life Sci Educ; 2013 Feb 03; 12(1):30-8. PubMed ID: 23463226
    [Abstract] [Full Text] [Related]

  • 6. Values Affirmation Intervention Reduces Achievement Gap between Underrepresented Minority and White Students in Introductory Biology Classes.
    Jordt H, Eddy SL, Brazil R, Lau I, Mann C, Brownell SE, King K, Freeman S.
    CBE Life Sci Educ; 2017 Feb 03; 16(3):. PubMed ID: 28710060
    [Abstract] [Full Text] [Related]

  • 7. Unstable identity compatibility: how gender rejection sensitivity undermines the success of women in science, technology, engineering, and mathematics fields.
    Ahlqvist S, London B, Rosenthal L.
    Psychol Sci; 2013 Sep 03; 24(9):1644-52. PubMed ID: 23818652
    [Abstract] [Full Text] [Related]

  • 8. Promoting interest and performance in high school science classes.
    Hulleman CS, Harackiewicz JM.
    Science; 2009 Dec 04; 326(5958):1410-2. PubMed ID: 19965759
    [Abstract] [Full Text] [Related]

  • 9. When being a girl matters less: accessibility of gender-related self-knowledge in single-sex and coeducational classes and its impact on students' physics-related self-concept of ability.
    Kessels U, Hannover B.
    Br J Educ Psychol; 2008 Jun 04; 78(Pt 2):273-89. PubMed ID: 17535522
    [Abstract] [Full Text] [Related]

  • 10. Making gender matter: the role of gender-based expectancies and gender identification on women's and men's math performance in Sweden.
    Eriksson K, Lindholm T.
    Scand J Psychol; 2007 Aug 04; 48(4):329-38. PubMed ID: 17669223
    [Abstract] [Full Text] [Related]

  • 11. Interacting with sexist men triggers social identity threat among female engineers.
    Logel C, Walton GM, Spencer SJ, Iserman EC, von Hippel W, Bell AE.
    J Pers Soc Psychol; 2009 Jun 04; 96(6):1089-103. PubMed ID: 19469589
    [Abstract] [Full Text] [Related]

  • 12. Sex differences in math performance: The role of children's approach to schoolwork.
    Kenney-Benson GA, Pomerantz EM, Ryan AM, Patrick H.
    Dev Psychol; 2006 Jan 04; 42(1):11-26. PubMed ID: 16420115
    [Abstract] [Full Text] [Related]

  • 13. Are all interventions created equal? A multi-threat approach to tailoring stereotype threat interventions.
    Shapiro JR, Williams AM, Hambarchyan M.
    J Pers Soc Psychol; 2013 Feb 04; 104(2):277-88. PubMed ID: 23088232
    [Abstract] [Full Text] [Related]

  • 14. Facilitating women's success in business: Interrupting the process of stereotype threat through affirmation of personal values.
    Kinias Z, Sim J.
    J Appl Psychol; 2016 Nov 04; 101(11):1585-1597. PubMed ID: 27504659
    [Abstract] [Full Text] [Related]

  • 15. Gender differences in academic entitlement among college students.
    Ciani KD, Summers JJ, Easter MA.
    J Genet Psychol; 2008 Dec 04; 169(4):332-44. PubMed ID: 19069582
    [Abstract] [Full Text] [Related]

  • 16. Academic self-concept, interest, grades, and standardized test scores: reciprocal effects models of causal ordering.
    Marsh HW, Trautwein U, Lüdtke O, Köller O, Baumert J.
    Child Dev; 2005 Dec 04; 76(2):397-416. PubMed ID: 15784090
    [Abstract] [Full Text] [Related]

  • 17. Reducing the racial achievement gap: a social-psychological intervention.
    Cohen GL, Garcia J, Apfel N, Master A.
    Science; 2006 Sep 01; 313(5791):1307-10. PubMed ID: 16946074
    [Abstract] [Full Text] [Related]

  • 18. How leaky is the health career pipeline? Minority student achievement in college gateway courses.
    Alexander C, Chen E, Grumbach K.
    Acad Med; 2009 Jun 01; 84(6):797-802. PubMed ID: 19474563
    [Abstract] [Full Text] [Related]

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  • 20. Female and male adolescents' subjective orientations to mathematics and the influence of those orientations on postsecondary majors.
    Perez-Felkner L, McDonald SK, Schneider B, Grogan E.
    Dev Psychol; 2012 Nov 01; 48(6):1658-73. PubMed ID: 22390658
    [Abstract] [Full Text] [Related]

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