Do female and male students’ physics motivational beliefs change in a two-semester introductory physics course sequence?

Hermione and the Secretary: How gendered task division in introductory physics labs can disrupt equitable learning

(2020) Danny Doucette et al.   EUROPEAN JOURNAL OF PHYSICS

Identity‐ based motivation: Connections between first‐year students' engineering role identities and future‐time perspectives

(2020) Allison Godwin et al.   JOURNAL OF ENGINEERING EDUCATION

Why Are There So Few Women in Physics? Reflections on the Experiences of Two Women

(2020) Danny Doucette et al.   PHYSICS TEACHER

Active Learning in an Inequitable Learning Environment Can Increase the Gender Performance Gap: The Negative Impact of Stereotype Threat

(2020) Alexandru Maries et al.   PHYSICS TEACHER

How Perception of Being Recognized or Not Recognized by Instructors as a “Physics Person” Impacts Male and Female Students’ Self-Efficacy and Performance

(2020) Yangqiuting Li et al.   PHYSICS TEACHER

Impact of out-of-class science and engineering activities on physics identity and career intentions

(2019) Robynne M. Lock et al.   Physical Review Physics Education Research

Why female science, technology, engineering, and mathematics majors do not identify with physics: They do not think others see them that way

(2019) Z. Yasemin Kalender et al.   Physical Review Physics Education Research

A longitudinal analysis of students’ motivational characteristics in introductory physics courses: Gender differences

(2018) Emily Marshman et al.   CANADIAN JOURNAL OF PHYSICS

Gender matters

(2018) Jennifer Blue et al.   PHYSICS TODAY

Towards Meaningful Physics Recognition: What does this recognition actually look like?

(2018) Zahra Hazari et al.   PHYSICS TEACHER

Promoting high school students’ physics identity through explicit and implicit recognition

(2018) Jianlan Wang et al.   Physical Review Physics Education Research

Female students with A’s have similar physics self-efficacy as male students with C’s in introductory courses: A cause for alarm?

(2018) Emily M. Marshman et al.   Physical Review Physics Education Research

Is agreeing with a gender stereotype correlated with the performance of female students in introductory physics?

(2018) Alexandru Maries et al.   Physical Review Physics Education Research

Gender stereotypes about intellectual ability emerge early and influence children’s interests

(2017) Lin Bian et al.   SCIENCE

The Importance of High School Physics Teachers for Female Students’ Physics Identity and Persistence

(2017) Zahra Hazari et al.   PHYSICS TEACHER

Identity, Critical Agency, and Engineering: An Affective Model for Predicting Engineering as a Career Choice

(2016) Allison Godwin et al.   JOURNAL OF ENGINEERING EDUCATION

Women in physics: A comparison to science, technology, engineering, and math education over four decades

(2016) Linda J. Sax et al.   Physical Review Physics Education Research

Women’s and men’s career choices in astronomy and astrophysics

(2016) Rachel Ivie et al.   Physical Review Physics Education Research

Gender, experience, and self-efficacy in introductory physics

(2016) Jayson M. Nissen et al.   Physical Review Physics Education Research

Response switching and self-efficacy in Peer Instruction classrooms

(2015) Kelly Miller et al.   Physical Review Special Topics-Physics Education Research

Expectations of brilliance underlie gender distributions across academic disciplines

(2015) S.-J. Leslie et al.   SCIENCE

mirt: A Multidimensional Item Response Theory Package for theREnvironment

(2015) R. Philip Chalmers   Journal of Statistical Software

Epistemology and expectations survey about experimental physics: Development and initial results

(2014) Benjamin M. Zwickl et al.   Physical Review Special Topics-Physics Education Research

Science faculty's subtle gender biases favor male students

(2012) C. A. Moss-Racusin et al.   PROCEEDINGS OF THE NATIONAL ACADEMY OF SCIENCES OF THE UNITED STATES OF AMERICA

Reducing the Gender Achievement Gap in College Science: A Classroom Study of Values Affirmation

(2010) A. Miyake et al.   SCIENCE